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1 – 10 of 358Meera Alagaraja and Nana Arthur-Mensah
The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development…
Abstract
Purpose
The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example.
Design/methodology/approach
A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study.
Findings
TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student ' s employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process.
Research limitations/implications
Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended.
Practical implications
This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place.
Originality/value
This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.
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Meera Alagaraja, Pradeep Kotamraju and Sehoon Kim
This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that…
Abstract
Purpose
This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.
Design/methodology/approach
A targeted literature review approach was used for exploring relevant research on TVET systems, identifying the components which support and/or inhibit its effectiveness and an integrative framework that connects education, workforce development, social development and economic development was developed.
Findings
Three major themes were identified. The first theme identifies nine sub-themes that make an effective TVET system. These are as follows: national TVET policy, regional TVET policy, training, participation, curriculum, coordination of stakeholder institutions, individual and institutional attitudes toward skill development, managing supply-demand mismatches and economic and social development outcomes. The second major theme underlines the increasing overlap and connection between workforce development, social development and economic development strategies. In the third and final finding, effective TVET systems are positioned as the linking pin connecting the four TVET components (skills, education, innovation and knowledge) to the strategic goals of workforce development, economic development and social development.
Originality/value
Integrating national and organizational-based HRD strategies is a unique focus and reflects the broader examination of the differences in the relationship between corporate HRD and more traditional TVET systems. It is argued that the role of TVET in social and workforce development at the regional and societal level cannot be ignored. HRD and NHRD outcomes were integrated by utilizing TVET as a framework for linking economic, social and workforce development strategies.
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Mohamad Zuber Abd Majid, Saraswathy Kasavan and Rusinah Siron
While technical vocational education training (TVET) has been studied in-depth, the evolution and performance patterns of the subject remain unknown and limited. A bibliometric…
Abstract
Purpose
While technical vocational education training (TVET) has been studied in-depth, the evolution and performance patterns of the subject remain unknown and limited. A bibliometric analysis was performed to examine the global scientific literature to assess the state of the art in TVET research over the past 23 years.
Design/methodology/approach
The Web of Science (WoS) database was searched to explore TVET-related research from 1999 to 2021, resulting in the identification of 7,512 articles. The VOSviewer software was used to investigate the network of collaboration between authors, institutions, countries and author keywords.
Findings
The results reveal that the subject categories of “education” and “educational research” are the most prolific contributors to TVET-related research, with 3,314 articles. Most of the previous studies in Phase I (1999–2006) focussed on human capital resources development in the TVET sector. Phase II (2007–2014) follows with the centralisation of TVET, focussing on technology transition in education. However, in Phase III (2015–2021), researchers appear to focus on vocational studies in higher education towards increasing the productivity of human resources via the implementation of technology transition.
Originality/value
The valuable findings of this study can facilitate better understanding among scholars on the trends of TVET research developments and on the direction of future research.
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Atakilt Hagos Baraki and Everard van Kemenade
This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a…
Abstract
Purpose
This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context.
Design/methodology/approach
Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks.
Findings
Ethiopia ' s TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation.
Research limitations/implications
Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions.
Practical implications
Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVET elsewhere in Africa.
Originality/value
A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh.
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Ugochukwu Chinonso Okolie, Elisha Nwonu Elom, Paul Agu Igwe, Michael Olayinka Binuomote, Chinyere Augusta Nwajiuba and Ntasiobi C.N. Igu
This study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can…
Abstract
Purpose
This study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of Nigerian HE.
Design/methodology/approach
This study follows the assumptions of qualitative research. The authors interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees were drawn from TVET teachers (n = 33; 24 males and 9 females), Directors at National Board for Technical Education (n = 4; 3 males and 1 female), Directors of National Directorate of Employment (n = 5; 3 males and 2 females), Directors at the Federal Ministry of Education (n = 3 males), and industry executives (n = 10; 7 males and 3 females). Data were collected through a semistructured interview approach, transcribed and coded using NVivo 12 plus and analyzed through thematic analysis.
Findings
The results show that PBL in the Nigerian TVET system has positive implications for quality TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve students' self-efficacy, allow students to construct learning on their own, enhance graduate competencies and graduate employability. It also revealed six perceived possible major challenges to effective implementation of PBL in the Nigerian TVET system, which includes inadequacy of teaching and learning facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties in identifying real-life problems, among others. Participants offered benchmarks and actions and standards for improving the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective implementation of PBL in the TVET system of Nigerian HE (Table 1).
Originality/value
The results of this study are original and serve as an advocacy for Nigerian HE authorities to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as a starting point for more research in the domain of improving the quality of TVET programs in Nigerian HE. Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this study to increase HE and industry participation and partnership for quality of TVET program.
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Yuting Cui, Fanghui Huang, Zhiqun Zhao and Fan Gao
Firstly, this study diagnosed professional competence amongst Chinese vocational students within a broad range of the manufacturing sectors; then, the authors examined how…
Abstract
Purpose
Firstly, this study diagnosed professional competence amongst Chinese vocational students within a broad range of the manufacturing sectors; then, the authors examined how different types of P-E fit (job, organisation and vocation) and internship quality jointly shape the newly acquired professional competences of interns.
Design/methodology/approach
This study utilised the COMET methodology to conduct a large-scale assessment of professional competence amongst 961 graduates from vocational colleges who had successfully completed internships. Participants actively engaged in the data collection process by responding to questionnaires that sought contextual information concurrently.
Findings
The majority of students have attained fundamental functional competencies, indicating their fulfillment of basic requirements. However, there is a tendency to overlook the cultivation of shaping competence. Three types of P-E fit and task characteristics are positively correlated with professional competence. The indirect relationship between P-E fit and professional competence mediated by task characteristics was verified through P-V fit and P-J fit except for P-O fit. Overall, the model explains 39.2% of the variance in professional competence.
Originality/value
“How to promote professional competence” has been highlighted as an important topic in vocational education. This paper contributes to identify the characteristics of a quality internship program for vocational colleges and firms. These insights are important in considering a student-centred approach, design internships programmes that better fit their own abilities, needs and vocations, avoiding a one-size-fits-all approach to implement internships and thus, enhance students' professional development.
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Chioma Ifeanyichukwu, King Carl Tornam Duho and Carine Charlie Senan Bonou
There are notable indigenous business models in the African context that have either been unexplored or are yet to be highlighted and given due attention at the international…
Abstract
There are notable indigenous business models in the African context that have either been unexplored or are yet to be highlighted and given due attention at the international level. This chapter provides a cross-case analysis of the indigenous business practices of three ethnic groups across West Africa: Nigeria (Igbos), Ghana (Ewes) and the Benin Republic (Guns), thus viewing business models, from anglophone and francophone perspectives. Specifically, the chapter discusses the apprenticeship models igba-boi, of the Igbo society, dorsorsror, among the Ewes, and eyi alo within the Guns society and succession models in the three societies ‘Inochi anya, domenyinyi and eyi kanta’ respectively, with the aim of highlighting insights for practice, policy and academia. Historically, there have been relevant structures to ensure the transfer of knowledge and wealth to the next generation; this is driven by both cultural and traditional systems of the ethnic groups. The findings show that the family unit plays a significant role in building a sustainable channel, though informal, through which the heritage of business models is attained. To this end, the authors recommend leveraging the unique models of apprenticeship and business succession practised in these ethnic groups to support current policies, such as those relating to Technical and Vocational Education and Training (TVET).
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Noor H. Jabarullah and Hafezali Iqbal Hussain
The purpose of this paper is to examine the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia.
Abstract
Purpose
The purpose of this paper is to examine the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia.
Design/methodology/approach
The setting provided a unique opportunity to evaluate the impact of PBL, since Universiti Kuala Lumpur offers both the traditional, predominantly classroom-focussed approach to engineering and the more hands-on approach referred to as Higher Technical and Vocational Education and Training (HTVET). The study sample consisted of 453 third-year students’ enroled in both programmes at Universiti Kuala Lumpur.
Findings
Students in the HTVET programme responded better to PBL teaching methods, as evidenced by improved performance on written as well as lab-based assessments. This result indicates that students using the hands-on approach advocated by HTVET tend to obtain the greatest benefit from experiential, student-centred learning approaches. The analysis suggests the possibility that the PBL approach is a moderator of student performance in HTVET programmes. This possibility merits further investigation.
Research limitations/implications
The sample included students from only one institution of higher learning, which was chosen because both types of programmes are offered there. In addition, the current study does not consider potential mediating or moderating variables.
Originality/value
The findings provide an empirical basis for implementing PBL as a form of experiential learning at higher education institutions, especially those using the HTVET model. Furthermore, they provide a justification for designing curriculum structures and student learning time with an emphasis on active and experiential learning, thereby maximising the effectiveness of a hands-on approach, rather than the “minds-on” theoretical approach advocated by traditional engineering programmes in enhancing the teaching and learning experience.
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Samson Onyeluka Chukwuedo and Theresa Chinyere Ogbuanya
The purpose of this paper is to investigate the cause–effect relationship between vocational support and the levels of acquisition of practical skills via learning self-efficacy…
Abstract
Purpose
The purpose of this paper is to investigate the cause–effect relationship between vocational support and the levels of acquisition of practical skills via learning self-efficacy during a training intervention in computer maintenance technology among vocational electronic technology students.
Design/methodology/approach
Quasi-experimental research was employed. The participants were 84 undergraduates of vocational electronic technology education in Nigeria. The study applied the modified stages of the Dreyfus model of skills acquisition as the training model. The study proposed a four-simple mediation models based on the first four stages of the modified Dreyfus model of skills acquisition (namely, novice, advanced beginner, competent and proficient stages) via practical skills learning self-efficacy.
Findings
The result showed significant effects of perceived vocational support in practical skills training on the levels of acquisition of practical skills in computer maintenance technology. Learning self-efficacy mediated the relationship between perceived vocational support and three levels of practical skills acquisition (advanced beginner, competent and proficient).
Research limitations/implications
All possible mediation pathways were not covered in this study. However, the study x-rayed the tendency of pathways in training intervention in vocational education and allied fields of study.
Practical implications
This study has empirically provided evidence to support the Dreyfus model of skills acquisition, as a plausible practical skills training model. Hence, the study can serve as a model for other researchers for replication in other fields of study.
Originality/value
To the authors’ knowledge, this is the first study that revealed potential pathways in work-related practical skills training interventions. The study has also validated the Dreyfus model as a potential skill acquisition model for practical skills training.
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Husaina Banu Kenayathulla, Nor Aziah Ahmad and Abdul Rahman Idris
The purpose of this paper is to identify the gaps between the importance perceived and the competence gained by the hospitality students in terms of the employability skills.
Abstract
Purpose
The purpose of this paper is to identify the gaps between the importance perceived and the competence gained by the hospitality students in terms of the employability skills.
Design/methodology/approach
Questionnaires were distributed to 841 hospitality students in five regions in Malaysia. Descriptive and inferential statistics were used to analyze the data.
Findings
The findings show that there are significant differences between importance perceived and competence attained in teamwork, leadership, basic, technical skills and ethical skills. Additionally, the finding of this study indicates that the culinary and bakery students perceive that they are not given adequate exposure to possess such skills. It is important to ensure that graduates are equipped with the twenty-first century skills such as problem solving and analytic, decision making, organization and time management, risk taking and communication.
Research limitations/implications
The findings provide insights to curriculum developers and policy makers on the appropriate interventions that need to be taken to improve the employability skills of the graduates.
Originality/value
An original contribution is made by linking employability model to TVET sector.
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