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1
Terblanche, Tercia, and Eli Bitzer. "Leading curriculum change in South African technical and vocational education and training colleges." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 104. http://dx.doi.org/10.14426/jovacet.v1i1.16.
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This article proposes that the technical and vocational education and training (TVET) collegecurriculum in South Africa needs restructuring in order for it to support more innovativeresponses to industry requirements and TVET standards. The ultimate aim of this study was todevelop a framework for leading curriculum change in the South African TVET college sector, aframework that will be able to support training and capacity-building among TVET collegeleaders to bring about long-overdue curriculum change. To achieve this aim, curriculumleadership is essential. The multi-phased, mixed-methods research design used in this studyinvolved a questionnaire survey and follow-up group interviews with TVET college staffrepresentative of five TVET colleges in the Western Cape province. Based on these data sources,the study reports on a range of current curriculum challenges in TVET colleges which formed thebasis for suggesting a research-based framework to train leaders to take the initiative in TVETcuriculum change. The study findings confirm the need for TVET college curriculum reform,which, in turn, requires competent curriculum leadership and leadership development. Theresearch therefore contributes to theory and practice in the field of South African TVETcurriculum leadership.
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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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Ridzwan, Che Rus, S. Malik, Zaliza Hanapi, Suriani Mohamed, Mohd Azlan Hussain, and Shafeeqa Shahrudin. "Skills and Knowledge Competency of Technical and Vocational Education and Training Graduate." Asian Social Science 13, no. 4 (March 24, 2017): 69. http://dx.doi.org/10.5539/ass.v13n4p69.
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The Education Development Plan of Malaysia (Higher Education) carry the nation’s aspiration to empower the technical and vocational education and training (TVET) in Malaysia. The emphasis on the development of high quality TVET graduates demands teachers and instructors of TVET who are highly knowledgeable and skilled. Thus, the emphasis on the quality of TVET teachers’ education training of Faculty of Technical and Vocational Education (FTVE), Sultan Idris Education University (UPSI) has become an interesting issue that needs exploration. To evaluate the effectiveness of the education graduates, a quantitative survey research design using the Stuffelbeam evaluation model was carried out. The samples were FTVE graduates that have been placed in secondary schools and vocational colleges all over Malaysia. A total of 111 respondents have answered the questionnaire. The research findings showed that the level of professional knowledge, skills and practice were high. However, parallel to the concept of continuous improvement, the elements that are at the level of moderate will be evaluated for improvement. These research findings were expected to give some information to policy maker in TVET Teachers Training Provider to increase the quality of TVET graduates in UPSI specifically and Malaysia in general in order to uphold the aspiration to become a developed nation by 2020.
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Abdullah, Zuraidah, Kazi Enamul Hoque, Nor Hayati Ramlan, and Salwati Shafee. "Designing the Structural Model of TVET Lecturers’ Professionalism and Generic Skills Based on an Empirical Study in Malaysia." SAGE Open 9, no. 3 (July 2019): 215824401986145. http://dx.doi.org/10.1177/2158244019861456.
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This study seeks to identify the level of general competency of technical and vocational education and training (TVET) lecturers of construction technology civil engineering (CTCE) of vocational college using the standard model of competency requirement based on grade of lecturer and years of teaching experience. The data were analyzed using the SPSS Version 20.0 software, which involved descriptive statistical method, mean, and standard deviation. Data collection for the assessment phase involves construction technology lecturers from 45 vocational colleges in all the states in Peninsular Malaysia. The respondents of the study were 304 lecturers who taught CTCE courses in vocational colleges from 14 states, namely Johor, Sarawak, and Federal Territory (Kuala Lumpur and Labuan). Finding shows that the professional general competency level of TVET CTCE vocational college lecturers based on years of teaching experience is high with satisfactory interpretation. It also shows that the level of professional competency of TVET CTCE lecturer of vocational college based on grade of the post is high, whereas the level of entrepreneurship skill competency as a whole is at moderate level. There was a slight decrease in the proficiency level profile of the CTCE lecturer who had more than 15 years of experience compared with those with teaching experience of 15 years or less. There found positive relationships between the dimensions of professionalism and the generic skills. The findings of the study will help the Ministry of Education in particular public or private institutions of higher learning in preparing TVET lecturers to become specialized, highly skilled, competent, and efficient in civil engineering courses in the attempt to strengthen the teaching profession, especially in technical and vocational education, which is in line with the aspirations of the 21st-century education.
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Geressu, Birhane Sime. "Impact of competence-based training on employability of Technical and Vocational graduates in Ethiopia." Tuning Journal for Higher Education 5, no. 1 (November 30, 2017): 101–19. http://dx.doi.org/10.18543/tjhe-5(1)-2017pp101-119.
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The purpose of this study is to critically examine the impact of competence based training on employability of technical and vocational college graduates in Ethiopia. Mixed methods of research design, predominantly concurrent nested strategy were employed to conduct the study. The study involved 162 instructors, 123 Level III automotive technology trainees, 87 department heads and 89 graduates, a total of 461 respondents as a sample. Moreover, 24 respondents (6 industry owners, 6 TVET college deans, 6 competence-based process owners and 6 industry trainers’ leaders) were purposely selected for interview and focus group discussion. Under the study, the researcher used employability of graduates as dependent variable andcompetency basedtraining as independent variable. Descriptive and inferential statistics were employed for data analysis. The study result showed that technical and vocational education and training (TVET) colleges in Ethiopia have been performing below expectations in developing demand-based curriculum and implementing competence-based training in TVET colleges and industries. As a result, among the graduates nearly 50 percent are not employed in the past two years. Hence, it is recommended that constantly consulting and involving relevant stakeholders in setting study profile, identifying intended learning outcomes and strengtheningcompetence basedlearning style are vital for graduates to demonstrate employability skill, knowledge and attitude into the job that consequentially lead to graduate employment.Published online: 30 November 2017
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Van der Bijl, Andre, and Mark Lawrence. "Retention and attrition among National Certificate (Vocational) Civil and Construction students in South African TVET." Industry and Higher Education 33, no. 2 (September 23, 2018): 127–34. http://dx.doi.org/10.1177/0950422218800649.
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The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education.
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Sephokgole, Ramongwane Daniel, Moses Makgato, and Sylvia Manto Ramaligela. "The Impact of Contextual Factors on Learning of Agricultural Programmes in Technical and Vocational Education Training Colleges, South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 5 (May 30, 2021): 282–99. http://dx.doi.org/10.26803/ijlter.20.5.16.
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Contextual factors may influence the learning of agricultural programmes in Technical and Vocational Education Training (TVET) colleges. This study employed a quantitative approach to explore the impact of contextual factors on learning agricultural programmes in TVET colleges in the Limpopo Province of South Africa. The study surveyed 240 students from three TVET colleges. Purposive sampling was used to select the TVET colleges that offer agricultural programmes. Data was collected through a questionnaire to understand the impact of contextual factors on the students learning agricultural programmes. Data was analysed using Microsoft Excel 2016 and was presented in the form of a table. Based on Mitzel’s (1969) model, the impact of the contextual factors will help to guide TVET colleges when recruiting agriculture students. The results of the study indicated that contextual factors such as the student's prior experience, knowledge, skills, and personality traits have an impact on the learning of agricultural programmes in TVET colleges. The study recommends that upon recruiting TVET students, contextual factors such as prior knowledge and skills, prior experience as well as personality traits should be tested.
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Alhassan, Usman Ndagi, and HATIB MUSTA’AMAL AEDE. "A PROFESSIONAL COMPETENCE FOR TECHNICAL AND VOCATIONAL EDUCATION TRAINING TEACHERS AT TECHNICAL COLLEGES IN NIGER STATE, NIGERIA." Asia Proceedings of Social Sciences 6, no. 1 (April 22, 2020): 49–52. http://dx.doi.org/10.31580/apss.v6i1.1230.
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A significant amount of concern has been expressed about all the way in which technical vocational Education training (TVET) is taught in Nigeria and particularly in technical collegesin Niger State. This concern stems partly from the fact that the nation cannot grow its human and material resources effectively without sufficient and well-trained manpower at all educationallevels. The study therefore investigates the professional skills training needs of technical vocational teachers in technical colleges in Niger State. The sample method used for the survey.The study population comprised of all technical college teachers in Niger state; the sample included all the sixty (60) technical teachers that made up the population. For data collection,professional training competencies Needs of Technical Vocational Teachers Questionnaire were used. The test-retest method was also used to determine the coefficient of reliability of which0.72 was obtained. The data collected were analyzes using the statistical method Mean and Standard deviation. The findings from this study showed that the teachers of technical colleges inNiger state of Nigeria are not exposed to workshops, seminars, conferences and other means of acquiring basic technical knowledge, skills and attitudes and that innumerable teachers oftechnical colleges are not competent. It was therefore recommended that all technical teacher training institutions function in performance as a matter of necessity and produce anappropriate curriculum which will take on the necessary skills for our new technical teachers in training and those already in the field through in-service training.
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Delubom, Nosiphiwo Ethel, Newlin Marongwe, and Andrea Mqondiso Buka. "Managers’ challenges on implementing inclusive education." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1508–18. http://dx.doi.org/10.18844/cjes.v15i6.5294.
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Technical and Vocational Education and Training (TVET) colleges attract a diverse population of students with different backgrounds in terms of culture, social norms, language, disabilities, race, and family structures. All such students have the right to equal access to education. However, there is still limited access and support to students with disabilities in TVET colleges. This paper explores challenges faced by the management of TVET colleges concerning the implementation of inclusive education, specifically for students with disabilities. A case study design within a qualitative research approach was adopted for this study. Two TVET colleges were conveniently selected with ten participants being purposively sampled. Data was collected through interviews, observations and document analysis. Findings revealed that the management of TVET colleges experience challenges such as inadequate infrastructure, funding, lecturer-training, and shortage of staff to support students with disabilities. It was recommended that TVET colleges establish Disability Service Units and recruit trained lecturers or they must train current lecturers to facilitate the learning process of disabled students.
Keywords: accessibility, disabilities , implementation , inclusivity ; rights
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Bonzet, René, and Liezel Frick. "Towards a conceptual framework for analysing the gendered experiences of women in TVET leadership." Journal of Vocational, Adult and Continuing Education and Training 2, no. 1 (November 1, 2019): 1. http://dx.doi.org/10.14426/jovacet.v2i1.28.
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Gender inequalities handicap leadership structures in technical and vocational education and training (TVET) colleges in South Africa. TVET women leaders’ gendered experiences are, first, intrinsically connected to both a professional career in TVET and family roles – the two being mutually inclusive – and can, secondly, be linked to three career pathways, namely learning, acquiring and performing leadership roles. Based on the relevant literature, the authors present a conceptual framework where themes include: such women leaders’ demographically influenced experiences; the stages in becoming a leader; gender-related notions and challenges; leadership contexts; and strategies for managing gendered experiences. Based on Maritz’s business coaching model, the framework contends with factors that may influence the current lack of women in TVET leadership. This article raises gender-related issues that are relevant to the entire TVET college sector, including current and future leaders, decision-makers and policy developers.
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Nzembe, Alois. "Access, Participation and Success: The Tri-Dimensional Conundrum of Academic Outcomes in a South African TVET College." Academic Journal of Interdisciplinary Studies 7, no. 2 (July 1, 2018): 31–42. http://dx.doi.org/10.2478/ajis-2018-0044.
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Abstract This study sought to unravel academic factors which influence access, participation and success in a South African technical, vocational, education and training (TVET) college. The research questions which guided this research paper were as follows: What are students’ experiences of access, participation and success in the context of one South African TVET college? How do students navigate the contextual dynamics that affect access, participation and success? A qualitative research design was used to investigate academic factors which impede or promote access, participation and success in the TVET College. An interview schedule was used to generate data which would highlight the participants’ experiences of access, participation and success in the TVET College. An analysis of the reasons why students experience challenges in their academic performance in the college revealed that the under-preparedness of students for the TVET curriculum, the language of instruction, academic support programmes in the college, provision of educational resources assessment approaches had negative and/or positive influences on access, participation and success in the TVET college.
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Isa, Rosidi Fahlid Mohd. "TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET): TEMPAT ASAS PEMBINAAN BUDAYA KESELAMATAN DI MALAYSIA." Journal of Vocational Education Studies 2, no. 2 (January 30, 2020): 101. http://dx.doi.org/10.12928/joves.v2i2.1205.
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The purpose of this study was to evaluate occupational safety and health practices among students and lecturers of the Technical Education and Vocational Training Institute (TVET) in Malaysia from the point of view of safety practice, implementation level, compliance and cultural level of occupational safety and health practices. The methodology used in this study uses a quantitative approach. The study was carried out in two parts, Part A was about the personal information of the respondents and Part B was the survey using a questionnaire with respondents from several Technical Education and Vocational Training institutes (TVET) such as Vocational College (KV), Industrial Training Institute (ILP) , National Youth Skills Institute (IKBN) and Mara Skills Institute (IKM). Descriptive statistics tests used to describe occupational safety and health practices, levels of occupational safety and health, occupational safety and health compliance and occupational safety and health culture, found that they applied high level of practice, safety implementation. This means that almost all students and faculty agree that compliance with occupational safety and health practices is of utmost importance and practiced. From this culture of safety practices will create a safe work culture, which will indirectly create a safety culture. An organization that provides a safe environment will benefit workers in their work activities
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Mutale Mulenga, Innocent, and Edward King Chileshe. "Appropriateness and Adequacy of Teaching and Learning Resources and Students’ Industrial Attachment in Public Colleges of Technical and Vocational Education in Zambia." July to September 2020 1, no. 2 (July 16, 2020): 30–42. http://dx.doi.org/10.46606/eajess2020v01i02.0019.
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Zambia has the largest youthful population of below 15 and 18 years which constitute 45.5% and 52.5% of the total population respectively. This is expected to rise by 2030. However, this huge number of young persons, which should be a great resource for economic development, is mostly unemployed (UNESCO, 2016). For many years now the government of the Republic of Zambia has been running and introducing more Vocational Education and Training Institutions as a way of reducing unemployment amongst young people. Regardless of all these efforts, most youths in Zambia who have graduated from such institutions remain unemployed (TEVETA, 2015). In this study, the researchers investigated the appropriateness and adequacy of institution’s teaching and learning resources that the students were exposed to during trainings and how the industrial attachments were organized by the Technical Vocational Education and Training (TVET) institutions. The mixed method research approach was used to analyze this phenomenon. Six college principals were purposively sampled while stratified and simple random sampling were used to sample sixty lecturers, ten from each of the six colleges. Findings showed that TVET institutions in Zambia were plagued with a number of challenges ranging from lack of appropriate and modern workshop equipment, lack of reading material and ineffective industrial attachment. Researchers recommend that the Ministry of Higher Education and college managements should provide a conducive learning environment in these institutions if graduates were to acquire the required technical competencies.
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Roberts, Catherine, and Liezel Frick. "Conflicting priorities: The dichotomous roles of leadership and management at TVET colleges." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 71. http://dx.doi.org/10.14426/jovacet.v1i1.14.
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The notions of leadership and management in the technical and vocational education and training(TVET) sector have become blurred in South Africa. The growing need for responsive and flexibleleadership in the TVET sector has resulted in challenges that can only be overcome with therelevant leadership knowledge and skills. Our findings suggest that the demands of leadershipand management have created conflicting priorities for leaders at the TVET colleges. Leadershipdevelopment in the TVET sector may be one way of addressing these issues. Yet, in South Africa,there are no strategically planned, custom-designed leadership development programmes forleaders in public TVET colleges. A curriculum framework for leadership development should beinformed by these conflicting priorities in order to reprioritise the focus of TVET leaders in SouthAfrica on their core business: that of vocational education. This article reports on current andfuture TVET leaders’ perceptions of how the notions of leadership and management influencetheir practice.
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Edokpolor, James Edomwonyi, and Robinson Osarumwense Owenvbiugie. "TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING SKILLS: AN ANTIDOTE FOR JOB CREATION AND SUSTAINABLE DEVELOPMENT OF NIGERIAN ECONOMY." Problems of Education in the 21st Century 75, no. 6 (December 15, 2017): 535–49. http://dx.doi.org/10.33225/pec/17.75.535.
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The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended. Keywords: job creation, Nigerian economy, sustainable development, social skills, TVET skills.
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Joo, Lan. "Vol. 1: The Excellence of Technical Vocational Education and Training (TVET) Institutions in Korea: Yeungjin College Case Study." International Education Studies 11, no. 7 (June 28, 2018): 136. http://dx.doi.org/10.5539/ies.v11n7p136.
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To tackle the issue of skill shortages, many governments are restructuring their respective school systems into more demand-driven systems, which are expected to improve overall school outcomes and external efficiency. In order to assist TVET institutes and governments with the development of innovative methods to improve the outcomes, this study seeks to provide suggestions drawn from an in-depth case study of a successful TVET school. The selection criteria for the case study’s subject required a school to have high external outcomes, i.e. graduate employment rate. The study then assessed whether or not the select school possesses four premise factors (high quality teacher, relevant curricula, strong leadership, and school-industry linkages) and how these factors contribute to the improvement of the graduate employment rate. The study gathered data via survey and interviews of both faculty and students. As for the survey, 693 out of 1,400 juniors and 23 out of 71 professors responded. The interviews were a face-to-face, one-on-one style with structured, open-ended questions. Ten students and ten professors were interviewed separately in a closed room, and 60 minutes was allotted for each session. After coding the raw data, certain themes emerged. The findings suggest that Yeungjin College possesses all the stated premise factors, and the factors directly and/or indirectly influences the graduate employment rate via the enhancement of employability. Additionally, the most determining factor can be altered within different contexts (e.g. TVET policy, labor market) and times.
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Sabtu, Helminiry Had, Wan Shakizah Wan Mohd Noor, and Mohd Faizal Mohd Isa. "Student Attrition at Technical and Vocational Educational Training (TVET) Institutions: The Case of XCel Technical College in Malaysia." Asian Social Science 12, no. 12 (October 28, 2016): 197. http://dx.doi.org/10.5539/ass.v12n12p197.
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Student attrition is a challenging issue for tertiary education institutions, especially Technical and Vocational Education Training (TVET) institutions. There are a lot of explanations why students withdraw from college level programmes and the causes may be unique for students who sign up in a course that suits their interest areas. Small student retention rates reflect negatively on the reputation of the institution and even more, its academic status. This would, in turn, influence institution enrolment, finances, and future plans for development. Thus, this research effort was designed to investigate the influences of students’ withdrawal from these institutions before completion of their studies. As this research took the qualitative approach, data collection was performed through interviews and focus group discussions involving two groups of students (i.e., those who dropped out and those who continued with their studies) from XCel Technical College. The findings showed that the students’ reasons for dropping out from the TVET institutions programme are varied, all which were classified into two categories, namely institutional factors (e.g., training facilities, learning materials, and scheduling) and student characteristics (e.g., parental/family influence and urgency of getting employment). This findings support the results of earlier studies which highlighted that student characteristics, institutional factor, educational and occupational goals and commitments, financial status and other personal factors, are important to their retention in higher education programs (Bafatoom, 2010; Bean, 1980; Braxton, 2005; Pascarella & Terenzini, 1983; Spady, 1970, 1971; Tinto, 1975, 1993).
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Ramuthıvhel, Itanı Lısten, Dr Kirsty-Lee Sharp, and Prof Bongazana Dondolo. "Predictors Of Brand Loyalty With Technical And Vocational Education Training Colleges İn Gauteng: Results Of A Pilot Study." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 49. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(49).
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According to Akoojee and McGrath (2008:132), TVET colleges are required to build institutions that are attuned better to satisfy the needs of the stakeholders through their brand. Very few TVET colleges have attracted stakeholders without proper brand communication and service quality (Beneke & Human 2010: 437). In most TVET colleges, very little is done to communicate the brand to stakeholders, which may be a direct result of the lack of proper brand communication and service quality (Azoury, Daou & El Khoury 2013:5). In an increasingly changing and dynamic South African higher education landscape, it is imperative for institutions to communicate their brands to stakeholders in such a way that these stakeholders perceive the institution as offering quality service in order to have a satisfied stakeholder who is loyal to the institution. However, there appears to be little attention paid to effects of brand communication, service quality and brand satisfaction on brand loyalty in the tertiary education sector, especially in the Technical and Vocational Education Training (TVET) sector. This study was conducted in Nigeria. In light of this view, and given previous research on brand loyalty in service industries identifying a relationship between brand communication, service quality, brand satisfaction and brand loyalty, it is unclear whether such relationships exist in the South African TVET sector. Therefore, there is a need to examine Generation Y students' perceptions of brand communication, service quality and brand satisfaction on brand loyalty in TVET colleges in Gauteng. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of the measuring instrument being employed to examine Generation Y students' perceptions of brand communication, service quality and brand satisfaction on brand loyalty in TVET colleges in Gauteng. Keywords: Brand Loyalty, Brand Communication, Service Quality, Brand Satisfaction
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Lakew, Deresse Mersha, and Mohammed Getahun Musa. "EVALUATION OF OUTCOME-BASED ACCOUNTING EDUCATION AND TRAINING IN SELECTED COLLEGES IN WEST OROMIA, ETHIOPIA." Business, Management and Education 17 (January 31, 2019): 1–20. http://dx.doi.org/10.3846/bme.2019.6921.
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Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia. Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis. Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level. Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia. Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia.
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Van der Bijl, André, and Vanessa Taylor. "Work-integrated learning for TVET lecturers: Articulating industry and college practices." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 126. http://dx.doi.org/10.14426/jovacet.v1i1.17.
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South Africa’s policy frameworks for technical and vocational education and training (TVET) and adult and continuing education and training (ACET) lecturers require that the work-integrated learning (WIL) element of programmes include WIL in appropriate ‘industry settings’ to ensure that TVET lecturers develop expertise in both teaching their subjects and preparing their students for the demands of the workplace. Whereas the country’s education faculties have a strongly developed practice of school-based WIL, none currently offers a formal programme that includes WIL in industry. International literature on teacher placement in industry thus largely concerns the in-service placement of practising educators to develop and update their industry knowledge and experience. In South Africa, some institutions have embarked on projects that have developedknowledge of industry WIL for TVET college lecturers, one of these being the SSACI-EDTP SETA WIL for Lecturers Project, through which more than 400 college lecturers have completed a work placement, conducted between 2014 and 2017. It provides a significant amount of information on the possible nature and implementation of the industry-based WIL component of the lecturer qualifications currently being developed. Using the Shulman and Shulman (2004) framework on teacher learning, this article analyses the project. It seeks to deepen the understanding of the nature of lecturer learning through WIL and also to contribute to the national, African and broader international discourse on the placement in industry of vocational educators and articulation between the worlds of work and education.
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Rudman, Neville, and Leslie Meiring. "Transforming vocational education: One lecturer at a time." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 88. http://dx.doi.org/10.14426/jovacet.v1i1.15.
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The South African technical and vocational education and training (TVET) college sector faces amyriad development needs, including the academic, professional and motivational preparednessof college lecturers.1 While attention is being paid to dealing with challenges at colleges at themacro-level or systemic level, there appears to be less focus on the micro- level, that is, on lecturersor teachers and their day-to-day classroom challenges. This article reflects on a case study involvingTVET college lecturers who participated in a professional development programme that attemptedto incorporate principles of a humanising pedagogy in its design and delivery. Feedback wasobtained about the influence of the course on classroom practice shortly after the programme,and, again, two years later, it was elicited through a small-scale study of participant self-reflections.Qualitative data revealed that the participants had perceived a positive and potentiallytransformative influence on their practice, which they related to their exposure to the principles ofhumanising pedagogy. By revisiting and sharing what was learned in a study that preceded a newlecturer development policy and bringing into focus the principles of humanising pedagogy, wehope to inspire those in our university faculties who are currently designing qualifications forcollege lecturers. Our contention is that infusing these principles into new curricula could possiblycontribute to transforming this sector – one lecturer at a time.
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Nzembe, Alois. "Lecturers′ Perceptions of Leadership Traits which Promote Motivation in a South African Technical and Vocational, Education and Training (TVET) College." Academic Journal of Interdisciplinary Studies 6, no. 2 (July 26, 2017): 49–60. http://dx.doi.org/10.1515/ajis-2017-0006.
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Abstract Educator morale has been a focus of educational leaders and managers throughout the world, because without educator motivation and morale the learning and teaching in our schools would be grossly compromised. It is against this background that this research was carried out to find out lecturers’ perceptions of leadership traits which promote motivation in a Technical and Vocational Education and Training (TVET) college in South Africa. The research questions which guided this research were as follows: What are lecturers′ perceptions of leadership traits which promote motivation in an educational and training institution in South Africa? How can educational leaders and management in South Africa integrate their experiences and practices with what educators believe are the main drivers of high lecturer morale? A qualitative study was used to generate data that would be useful in answering the research questions. The nature of this qualitative study required in-depth interviews with participants where qualitative data was generated and interpreted. The researcher saw it fit to use in-depth interviews because this method of data generation would enable the researcher to capture the perspectives, views and opinions of participants about leadership traits which facilitate motivation in the South African TVET College in particular and the South African education system in general. The views of the participants showed that leadership traits such as accountability, responsibility, empathy, decisiveness, assertiveness, charisma, pro-activeness, motivation and communication are the life-blood, foundation and bed-rock of effective leadership and management in the TVET College.
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van der Bijl, Andre, and Vanessa Taylor. "Nature and Dynamics of Industry-Based Workplace Learning for South African TVET Lecturers." Industry and Higher Education 30, no. 2 (April 2016): 98–108. http://dx.doi.org/10.5367/ihe.2016.0297.
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This article reports on the findings of an industry workplace experience project involving lecturers in South Africa's technical and vocational education and training (TVET) colleges, against the backdrop of new legislation and the realization that college lecturers' industry-related skills are in question. Its focus is on the nature of TVET lecturer industry-based workplace learning and the internal dynamics of its implementation in the college and employer systems. The article provides background on workplace-based learning for TVET lecturers and contrasts this form of workplace learning with forms used for students. After providing a critical analysis of methods used to theorize workplace-based learning, a model is employed to describe and analyse lecturers' experiences, with the aim of informing national and international knowledge and practice. The study supports the argument that workplace-based learning for TVET lecturers is not the same as for students. While students are exposed to workplaces to provide them with orientation and initial skills for future careers, workplace-based learning for lecturers is designed to improve knowledge development competencies. TVET lecturers undertake workplace-based learning to improve their knowledge of practice and so improve their theorization and teaching skills. The article points to the need for further research on and theorizing of industry-based workplace learning for lecturers.
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Oviawe, Jane Itohan. "Strategies for funding technical vocational education and training for achieving sustainable national development in Nigeria in a post-oil boom economy." Vietnam Journal of Education 4, no. 2 (September 30, 2020): 1–10. http://dx.doi.org/10.52296/vje.2020.13.
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The study investigated the strategies for effective funding of Technical Vocational Education and Training (TVET) programmes for sustainable development in post-oil boom era using descriptive survey research design. The population for this study consisted of 210 respondents comprising of 82 TVET lecturers in tertiary institutions and TVET teachers 128 in six technical colleges in Edo State offering TVET programmes. The sample for the study consisted of 137 respondents randomly sampled. A 62-item questionnaire developed from literature review was the instrument used for data collection. Three experts validated the instrument. Cronbach Alpha method was used to determine the internal consistency of the instrument and an index of .88 was obtained. Factor analysis was used to answer the research questions while the hypotheses were tested at .05 level using Analysis of variance (ANOVA). The findings of the study revealed among others that donations of tools, equipment and other learning materials from alumni associations, foreign assistance, public private partnership; skill development levy; currency transaction levy; air ticket solidarity levy; academic facility fee; ring-fenced TVET were some of the sources of funding TVET. Based on the findings of this study, it was recommended among others that government and all other stakeholders should urgently adopt the funding strategies identified in this study for TVET programmes for sustainable development in the post-oil boom economy.
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Williamson, Duncan. "The Establishment of a TVET (Technical and Vocational Education and Training) College in Kabul in Afghanistan." International Journal for Cross-Disciplinary Subjects in Education 3, Special 1 (March 1, 2013): 1364–72. http://dx.doi.org/10.20533/ijcdse.2042.6364.2013.0190.
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Matenda, Sophia. "Experiences of women students in Engineering studies at a TVET college in South Africa." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 17. http://dx.doi.org/10.14426/jovacet.v3i1.128.
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This article explores the experiences of women students in an Engineering programme at a South African technical and vocational education and training (TVET) college. Drawing on the capabilities approach as the study’s theoretical framework, the author interprets what women go through as they navigate college and transition into the labour market. While there is a growing literature on post-school education, particularly on TVET, few studies focus on the experiences of women students in traditionally male-dominated programmes such as Engineering. Furthermore, South African education and training policies since 1994 make reference to a commitment to resolving the inequalities under the previous apartheid government, specifically with regard to gender inequality. Through a case study approach, the research reported on in this article sought to understand how the democratic government’s commitment to social justice was being implemented and experienced on the ground, and, more particularly, whether it is improving the position of women students. Qualitative data obtained through in-depth interviews were collected in two phases from 14 women in their final trimester of the National Accredited Technical Education Diploma (NATED) programme and about six months after that. The findings show that the students face various challenges while they persist with their education, and also in obtaining either internships or employment. By highlighting the experiences of women in TVET, it is hoped thatthis understanding will help to persuade the government to embrace social justice in the postschool sector so as to enhance the study and employment opportunities of women who enrol in Engineering.
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Betty Kutukwa Mutambanengwe and Ignatius Isaac Dambudzo. "Employment Creation and Extreme Poverty Eradication through Open and Distance eLearning and Technical-Vocational Education and Training in Zimbabwe." International Journal of Distance Education and E-Learning 6, no. 2 (July 1, 2021): 1–14. http://dx.doi.org/10.36261/ijdeel.v6i2.1854.
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This study explored how Open and Distance eLearning (ODeL) system is enhancing employment creation and extreme poverty eradication in Zimbabwe. Poverty is a challenge in developing countries in the presence of unemployment and lack of education. This study aimed to put into perspective the strides made by ODeL institutions in Zimbabwe towards extreme poverty eradication through TVET in the education system. Data were collected from purposively selected 20 ODeL graduates including; entrepreneurs, street vendors, and individuals, formally and informally employed, by using interviews and observation, in this case study. The study employed thematic analysis for the narrative qualitative data. The study revealed that poverty can be reduced through skills empowerment to learners at all educational levels. Exposure to a bouquet of vocational subjects in technical-vocational institutions has enabled entrepreneurs to create employment, applying acquired skills. The major barriers to effective entrepreneurship and employment creation were the scarcity of resources and natural disasters. The study is also significant that educational planners and policy-makers may formulate policies that encourage school and college graduates to be innovative, self-reliant, and may guard against extreme poverty in their communities. It can be concluded that possession and application of vocational skills may create employment and eradicate extreme poverty. It is, therefore, recommended that TVET starts early in life for innovativeness and effective use of available resources. Further research could be carried out on the nature of programmes in learning institutions that empower learners with skills for employment creation, sustainable development, and extreme poverty eradication.
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God ZUNGU, Nkululeko Praise, and Lawrence Mpele LEKHANYA. "Service Quality of Public Technical Vocational Education and Training Colleges in South Africa: Customer Expectations and Perceptions." Journal of Economics and Behavioral Studies 10, no. 6(J) (December 22, 2018): 182–90. http://dx.doi.org/10.22610/jebs.v10i6(j).2608.
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The focus of this survey is to seek the amount of the customers’ expectations levels of service quality in the public Technical Vocational Education and Training (PTVET) sector. The aim of this study was to examine and determine the expectations and perceptions levels of service quality provided by PTVET colleges, in order to achieve desired outcomes, and the survey followed SERQUAL model. Questionnaires were distributed to the 403 participants from selected PTVET in the Kwa-Zulu- Natal province. The study used a mix approach of systematic and quota sampling techniques. SPSS (25.0) version was employed for data analysis. The results of this study discovered that customers had higher service quality expectations (0,908 Cronbach's Alpha) compared to the service quality perceptions (0,923 Cronbach's Alpha) at the selected PTVET colleges, on all five service quality dimensions that were used to evaluate the expectations of service quality. This survey will benefit Rectors/Campus Managers for TVET colleges and to those who want to open their TVET colleges, because it will be used as a guide tool for them on how they can improve service quality strategy to differentiate themselves from their competitors. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, it therefore recommended.
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God ZUNGU, Nkululeko Praise, and Lawrence Mpele LEKHANYA. "Service Quality of Public Technical Vocational Education and Training Colleges in South Africa: Customer Expectations and Perceptions." Journal of Economics and Behavioral Studies 10, no. 6 (December 22, 2018): 182. http://dx.doi.org/10.22610/jebs.v10i6.2608.
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The focus of this survey is to seek the amount of the customers’ expectations levels of service quality in the public Technical Vocational Education and Training (PTVET) sector. The aim of this study was to examine and determine the expectations and perceptions levels of service quality provided by PTVET colleges, in order to achieve desired outcomes, and the survey followed SERQUAL model. Questionnaires were distributed to the 403 participants from selected PTVET in the Kwa-Zulu- Natal province. The study used a mix approach of systematic and quota sampling techniques. SPSS (25.0) version was employed for data analysis. The results of this study discovered that customers had higher service quality expectations (0,908 Cronbach's Alpha) compared to the service quality perceptions (0,923 Cronbach's Alpha) at the selected PTVET colleges, on all five service quality dimensions that were used to evaluate the expectations of service quality. This survey will benefit Rectors/Campus Managers for TVET colleges and to those who want to open their TVET colleges, because it will be used as a guide tool for them on how they can improve service quality strategy to differentiate themselves from their competitors. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, it therefore recommended.
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Zinn, Bernd, Kevin Raisch, and Jennifer Reimann. "Analysing training needs of TVET teachers in South Africa: An empirical study." International Journal for Research in Vocational Education and Training 6, no. 2 (August 29, 2019): 174–97. http://dx.doi.org/10.13152/ijrvet.6.2.4.
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Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions.Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted.Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques.Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.
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Engelbrecht, Mardine, John Spencer, and Andre van der Bijl. "Relevance for work in the Western Cape tourism industry of the National Certificate Vocational in tourism education at TVET colleges." Industry and Higher Education 31, no. 5 (September 8, 2017): 328–34. http://dx.doi.org/10.1177/0950422217724050.
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This article investigates the relevance of the National Certificate Vocational (NCV) tourism programme for the South African tourism industry in terms of skills needed by tourism students to work in the tourism industry after graduating. The NCV programmes were introduced in 2007 at public Further Education and Training Colleges (now Technical, Vocational Education and Training Colleges), with the phasing out of certain national technical education (NATED) Report 191 programmes, known as N-Programmes. Research was conducted in the form of an empirical questionnaire survey. A mixed methods approach, using a quantitative and qualitative methodology, was employed to gather relevant data. The results suggest that NCV tourism students are employable in small, medium-sized and microenterprises once they graduate, but that graduates need more experience and practical knowledge to be employable in the wider tourism labour market. The results indicate that more relevant NCV tourism curricula are needed to make the qualification of greater applicability to the South African tourism industry.
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Woldetsadik, Demessew Alemu, and Mutendwahothe Walter Lumadi. "Missing Link: Partnership of Technical Vocational Education and Training (TVET) Colleges and Industries in Addis Ababa." Journal of Economics 6, no. 1 (April 2015): 74–78. http://dx.doi.org/10.1080/09765239.2015.11885018.
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Ibrahim, Wan Nur Azlina, Ab Rahim Bakar, Soaib Asimiran, Shamsiah Mohamed, and Noor Syamilah Zakaria. "Impact of Entrepreneurship Education on the Entrepreneurial Intentions of Students in Technical and Vocational Education and Training Institutions (TVET) In Malaysia." International Education Studies 8, no. 12 (November 25, 2015): 141. http://dx.doi.org/10.5539/ies.v8n12p141.
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<p class="apa">The purpose of this study was to determine the entrepreneurial intention level of vocational and technical students in Malaysia. A total of 289 final year students who were enrolled at two different TVET institutions (community colleges and National Youth and Skills Institutes) were chosen to participate in the study. The findings indicated that students have a strong interest in entrepreneurship (mean = 4.23, S.D. = 0.73) and a high level of entrepreneurial attitudes (mean = 4.03, S.D. = 0.47). It was also revealed that their social norms (mean = 3.82, S.D. = 0.59), entrepreneurial efficacy (mean = 3.99, S.D. = 0.59), and efficiency of entrepreneurship knowledge (mean = 3.93, S.D. = 0.55) were at moderate levels. There was no significant difference in the entrepreneurship intentions between students from community colleges and students from National Youth and Skill Training Institutes (t <sub>260</sub> = .23, p = .82).</p>
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Van der Bijl, André, and Vanessa Taylor. "Developing a WIL curriculum for post-school lecturer qualifications." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 22. http://dx.doi.org/10.14426/jovacet.v3i1.122.
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The South African Department of Higher Education and Training (DHET) published two policies in 2013 and 2015 respectively, on professional qualifications for lecturers at Technical and Vocational Education and Training (TVET) and at Adult and Community Education and Training (ACET) colleges. These policy frameworks require lecturers in TVET and ACET to complete work-integrated learning (WIL) in two settings: teaching (eg in classrooms, laboratories, workshops) and industry-based (eg factory, work sites, offices). Whereas the notion of industry and specialised workplace WIL for TVET and ACET lecturers was welcomed in certain circles, its inclusion in the ACET policy and the associated qualifications were not uniformly welcomed. Antagonism emerged primarily from some universities planning to offer ACET lecturer qualifications, ranging from insecurity about matters related to its implementation to outright rejection. This article draws on the theory of critical discourse analysis (CDA), reflecting on and debating the challenges that emerged during the development of the national curriculum frameworks for industry and the specialised workplace-based WIL component of the qualifications. Three discourses emerged: the first relates to a conflict between adult and community education with the discourse on industry-based WIL; a second relates to differences of opinion about what constitutes appropriate specialised workplace-based WIL for trainee ACET lecturers; and the third relates to the nature of ACET. It is argued that it differs from other forms of education and should not be subordinated to the ‘dictates of the state and capital’.
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Hamisu, Mohammed Adamu, Kahirol Mohd Salleh, Lai Chee Sern, Babayo Yakubu Adamu, and Kulu Gambo. "Proposed Competency Model for Technical and Vocational Education and Training (TVET) Lecturers Teaching in Technical Colleges, Bauchi State in Perspective." Path of Science 3, no. 9 (September 27, 2017): 5001–9. http://dx.doi.org/10.22178/pos.26-7.
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Monica Mpanza, Nomzamo, Paul Green, Naresh Sentoo, and Cecile N. Gerwel Proches. "Examining the Service Quality of Administrative Practices in Technical Vocational Education and Training (TVET) Colleges in South Africa." African Journal of Business and Economic Research 14, no. 2 (June 13, 2019): 167–85. http://dx.doi.org/10.31920/1750-4562/2019/14n2a9.
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Zulu, Wiseman V., and Sybert Mutereko. "Exploring the Causes of Student Attrition in South African TVET Colleges: A Case of One KwaZulu-Natal Technical and Vocational Education and Training College." Interchange 51, no. 4 (January 1, 2020): 385–407. http://dx.doi.org/10.1007/s10780-019-09384-y.
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Isa, Muhammad Umar, Yusri Bin Kamin, and Yusri Bin Kamin. "Integrating Project Based Learning into Woodwork Technology Education in Nigerian Tertiary Institutions." Asia Proceedings of Social Sciences 4, no. 3 (May 4, 2019): 59–61. http://dx.doi.org/10.31580/apss.v4i3.854.
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Project based learning (PoBL) is a constructivism learning approach that focuses around student centred learning. PoBL has been found to be effective in different tertiary institutions of learning across the globe. However, in spite the effectiveness of PoBL, it has not been adopted in Nigerian tertiary institutions. Therefore, the purpose of this study is to investigate the effective strategies for integrating PoBL in teaching and learning Woodwork Technology Education (WTE) at tertiary institutions in Nigeria. Three research questions were posed in this study. A mixed method approach involving both quantitative and qualitative method was employed for the study. The sample of the study comprised 50 in-service postgraduate students from Nigerian tertiary institutions studying Technical Vocational Education and Training (TVET) in Universiti Teknologi Malaysia for the quantitative aspect, and 9 in-service post graduate students for the qualitative part. A 16-item structured questionnaire was used for quantitative data collection while semi structured interview was used for qualitative data collection. Data was analyse using the SPSS software version 24 to analyse quantitative data and NVIVO 12 was used for qualitative data analysis. The findings of the study revealed that traditional instructional approach is the predominant method used in teaching and learning WTE at tertiary institutions in Nigeria. It was also revealed from the findings that PoBL encourage student ownership of learning, enhances students critical thinking, effective collaboration and communication. The findings from the study also revealed that restructuring of WTE curriculum at tertiary institutions in Nigeria to focus on a learner centred approach, as well as organising seminars and workshops for WTE lecturers to be acquainted with the application of PoBL in WTE teaching and learning were among the effective strategies for integrating PoBL in teaching and learning WTE at tertiary institutions in Nigeria. Finally, this paper calls for the integration of PoBL into the teaching and learning of WTE at Universities, Polytechnics and Colleges of education in Nigeria for effectiveness in skills acquisition.
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Geleto, Lemecha. "Technical Vocational Education Training Institute Curriculum Development in Ethiopia." Journal of Education and Vocational Research 8, no. 3 (January 7, 2018): 16–28. http://dx.doi.org/10.22610/jevr.v8i3.1989.
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Ethiopian TVET curriculum development process follows similar procedures with different competency based TVET curriculum development processes in some countries. Ethiopia mainly adopted its current TVET curriculum experiences from countries such as Australia and Philippines. Depending on the trends of these countries, the new Ethiopian TVET strategy has decentralized the preparation of curricular materials to the institutions that deliver training. The problem may limit the current competency based TVET curriculum in Ethiopia is lack of knowledge and experience to develop the curriculum at the local level in this decentralized responsibility to develop the curriculum at TVET institutions. In addition to the problem of decentralization, the continuous change made in the occupational standards is another challenge in the effective implementation of the reformed TVET approach. While TVET institutions have set themselves and started to provide training in certain occupational standards disseminated, the Ministry of Education in the mean time updates or replaces those occupational standards with the new ones. This has created resource wastage and grievance at institutions, management instructors and students.
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Nugraha, Hari Din, R. A. Vesitara Kencanasari, Reni Nuril Komari, and Kasda Kasda. "Employability Skills in Technical Vocational Education and Training (TVET)." Innovation of Vocational Technology Education 16, no. 1 (March 4, 2020): 1–10. http://dx.doi.org/10.17509/invotec.v16i1.23509.
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Employability skills should be a necessity for every TVET graduate. The need for the employability skills is very important in order to prepare TVET graduates in entering the labor market. The purpose of this study is: (1) to verify indicators of employability skills needed by TVET graduates and, (2) to produce proposals for employability skills frameworks for TVET graduates. This article reviews various relevant literature in order to explore the needs of appropriate employability skills. The results of the literature review show the employabilty skills needed by TVET sorted according to rank, namely; Social Skills, Knowledge in the Field of Engineering, Communication Skills, Information and Technology Skills, Management Skills, Creative and Innovative, Problem Solving and Critical Thinking. The implications of this literature review provide information and recommend a set of frameworks for academics to improve the employability skills of TVET graduates.
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Bhurtel, Anup. "Technical and Vocational Education and Training in Workforce Development." Journal of Training and Development 1 (July 31, 2015): 77–84. http://dx.doi.org/10.3126/jtd.v1i0.13094.
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There are many contributions of Technical and Vocational Education and Training (TVET) on a nation’s economy. TVET has been proved as the key for skill development. With its feature focused on specific occupation, it has allowed individuals to find skill related jobs or start own employment. TVET stands a major player in economic growth of a nation through development of workforce and rise in employment rate. On one hand, TVET’s role stands on employment generation in the job market while on the other hand, TVET is regarded more significant to promote self employment where employment opportunities are scare and individuals are enrolled in informal or agricultural sector. This paper tries to explore different contributions of TVET on employment in the labour market and in uplifting self employment through the development of relevant skills and the different kinds of contributions it gives and importance it holds depending upon the economic development of the nations.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13094 Journal of Training and Development Vol.1 2015: 77-84
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Aryal, Baikuntha Prasad. "Financing of Technical and Vocational Education and Training in Nepal." Journal of Education and Research 10, no. 1 (October 9, 2020): 58–80. http://dx.doi.org/10.3126/jer.v10i1.31898.
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Considering Technical and Vocational Education and Training (TVET) sector as an enabler for the socio-economic transformation of the nation, preparing competitive, skilled human resources has become a global priority, which has ushered increased financing in TVET. Of late, TVET governance has become a greater policy concern in Nepal mainly to address the constitutionally designated functions between the three tiers of government as well as to establish a sustainable financing mechanism for better TVET service delivery. Mixed methods approach was applied using survey, questionnaire and focused group discussion, including secondary information to capture the current TVET financing domain from the federal line ministries. The study found that TVET financing has been influenced mainly by the national economy, equity and inclusion, inter-governmental coordination, global political context, external funding, private sector engagement, and mobilisation of the youth. This study reveals that though the trend of budget allocation for TVET is highly correlated to the total national budget and total education budget, the actual allocation still seems significantly low to achieve the Sustainable Development Goal 4 targets and the government policy of quality expansion of TVET. The study explores specific models on TVET financing and indicates the viability of integrating funds so that TEVT can serve as an avenue for national prosperity.
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Bhandari, N. R. "Linkages of Technical Vocational Education and Training to Employment in Nepal." Research Nepal Journal of Development Studies 2, no. 1 (August 15, 2019): 34–41. http://dx.doi.org/10.3126/rnjds.v2i1.25229.
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Technical Vocational Education and Training (TVET) contribute to human resources development. The job market can be enhanced through it that can enable youth to enter into the workforce, cope with unemployment problem and contribute to the nation development. TVET can only do this if the graduates could meet the market demand. On the above background and within the framework of qualitative research methodology, this paper reviews the information of the written documents related with TVET development in Nepal. The paper concludes that TVET should create new opportunities for students and the market requirement should attract skillful students. It also requires bringing systematic changes in TVET according to the changed values of society. For the success of TVET, it needs to ensure that young people are equipped with social and market-related skills so that they can easily enter into the job market.
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Gondo, Tendayi, and Gift Dafuleya. "Technical Vocational Education and Training for Micro-Enterprise Development in Ethiopia." Industry and Higher Education 24, no. 5 (October 2010): 381–92. http://dx.doi.org/10.5367/ihe.2010.0003.
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Technical vocational education and training (TVET) programmes have recently received increased attention as an area of priority for stimulating growth in developed and developing countries. This paper considers the situation in Ethiopia where the promotion of micro and small-sized enterprises (MSEs) has been central to the development and expansion of TVET centres throughout the country. The extent to which efforts relating to TVET made by Ethiopian policy makers, higher education institutions and MSEs have enhanced the development of the micro-enterprise sector is considered, using empirical evidence gathered from nine Ethiopian cities. It is argued that the existing relationship between TVET and micro-enterprise cannot be regarded only as one of constrained capacity, usage and transformation. The authors argue further that the development of micro and small-sized enterprises requires approaches extending beyond the simple expansion and development of TVET institutions.
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Perera, HTUK, and B. Nishantha. "DETERMINANTS OF ENTREPRENEURIAL INTENTIONS: TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET) IN SRI LANKA." International Journal of Management, Innovation & Entrepreneurial Research 6, no. 1 (May 19, 2020): 78–87. http://dx.doi.org/10.18510/ijmier.2020.6111.
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Purpose of the study: This study is focused to investigate the determinants of the entrepreneurial intention of Technical Vocational Education and Training (TVET) students in Sri Lanka.
Methodology: The research model comprises seven independent variables i.e. entrepreneurial attitude, perceived self-efficacy, social capital, demographic factors, perceived financial support, perceived regulatory support, perceived technical vocational education, and training and dependent variables of entrepreneurial intention. The primary data was collected through administering structured questionnaires among a hundred and twenty-eight TVET students represented by three TVET sector institutions in Sri Lanka. Linear regression was applied to test the hypotheses.
Main Findings: The findings of the study revealed a positive and significant impact of the variables of entrepreneurial attitudes and perceived technical vocational education and training on entrepreneurial intention of TVET students of Sri Lanka. TVET student attitudes pertaining to entrepreneurship intention are positive since they perceive that TVET enhances their entrepreneurship education and this is very important to the policymakers in entrepreneurship development to initiate effective strategies to foster entrepreneurship for TVET students.
Implications: This research study provides an academic contribution to enhance the entrepreneurial intention among the TVET students in Sri Lanka.
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Calixte, Christelle, Grady Roberts, and J. C. Bunch. "Understanding the Context for Agricultural Technical, Vocational, Education and Training in Haiti." Journal of International Agricultural and Extension Education 27, no. 2 (April 15, 2020): 36–48. http://dx.doi.org/10.5191/jiaee.2020.27236.
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Agricultural activities in developing countries are critical for the future of the world’s food security. These countries have the lowest agricultural productivity and dissemination of agricultural technologies are often insufficient. Extension has a vital role in improving agricultural productivity. The Caribbean country of Haiti is one such case. In Haiti, agricultural technicians perform much of the extension field work. Agricultural technicians often have a diploma earned at a Technical, Vocational, Education and Training (TVET) school. However, not much is known about Haitian TVET schools, as little research has been conducted. This study explored the context for Haitian agricultural TVET. Individual interviews with four school directors and three teachers per school (12 total), as well as a student focus group in each school allowed to identify the ambiguous cultural value of agricultural TVET in Haiti. Results identified the cultural disregard for TVET through its stakeholders’ contempt for this sector as well as the government’s failure to support it appropriately. However, it was also found that TVET added value to the agricultural system both for its inherent qualities, and because of the reputation, competitiveness it creates for the graduates through the schools’ curricula, INFP recognition, and the networking experiences it facilitates notably with internships. Keywords: TVET, Haitian, agriculture
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Ullah, Azmat, and Farnaz Parveen. "SIGNIFICANCE ROLE OF TVET FOR DEVELOPING COUNTRY: STUDY ON BANGLADESH PERSPECTIVE." International Journal of Research -GRANTHAALAYAH 6, no. 7 (July 31, 2018): 300–305. http://dx.doi.org/10.29121/granthaalayah.v6.i7.2018.1310.
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This paper emphasis on the role of Technical Vocational Education and Training (TVET) in development of our traditional education system into technical vocational education and training aspects in Bangladesh. The analysis in this paper reveals the limitations and opportunities of TVET in Bangladesh and provides recommendations for further enhancement of this concept application. The research has also addressed the need for an organized review of TVET in Bangladesh and its implications.
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Hagos Baraki, Atakilt, and Everard van Kemenade. "Effectiveness of Technical and Vocational Education and Training (TVET)." TQM Journal 25, no. 5 (August 23, 2013): 492–506. http://dx.doi.org/10.1108/tqm-11-2012-0099.
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Bhattarai, Prakash C. "Technical and Vocational Education and Training (TVET): What Next?" International Journal of Multidisciplinary Perspectives in Higher Education 5, no. 1 (January 24, 2021): 106–12. http://dx.doi.org/10.32674/jimphe.v5i1.2505.
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Employment sector has been invariably affected in the current crisis resulted from the global pandemic of COVID-19. This demands a paradigm shift in the present way of intervention in the TVET sector of Nepal through short- and long-term strategies.
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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.
Full textAbstract:
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