scholarly journals The Socio-Cultural Barriers Young Females Face in Accessing Technical and Vocational Education Training (TVET)in Rwanda.

2020 ◽  
Vol 4 (12) ◽  
pp. 33-40
Keyword(s):  
Vocational Education ◽  
Statistical Significance ◽  
Linear Regression Analysis ◽  
Secondary Data ◽  
Cultural Factors ◽  
Cultural Barriers ◽  
Young Females ◽  
Study Results ◽  
Technical And Vocational Education ◽  
Education Training

The purpose of this study was to assess the socio cultural factors that prevent females from accessing Technical and Vocational Education Training (TVET) in Rwanda. Females have been sensitized on the availability and benefits of TVET, to meet the required qualifications in order to be enrolled and yet the uptake of females to TVET remains low. The specific objectives of the study were to determine the socio-cultural factors that prevent girls from enrolling in TVET and establish the level of awareness of girls and parents about TVET and its benefits. The study answered why females are not embracing TVET as a promising avenue of education. The study used a case study strategy and applied both qualitative and quantitative approach (triangulation) at levels of data collection and analysis. The study used questionnaires, Focus Group Discussions (FGDs), Interviews and secondary data as data sources. The respondents included 400 females, parents and local leaders, TVET and integrated Polytechnic Regional Centers (IPRCs) staff for the Key Informant Interviews (KIIs). The research performed a simple linear regression analysis to find out predictor factors to enroll in TVET hence access to TVET that supplemented the correlation analysis. The findings of the study revealed social and cultural factors that prevent girls from enrolling in TVET include the belief that males have greater innate technical capacity than females and are thus predisposed to excel at programs with sciences and Mathematics backgrounds. Male Inheritance defined as investing in male for the continuity of the family, parent’s belief of females’ ineptitude at TVET labeled as male reserved areas, physical infrastructure variables such as distance from home to Training centers and female boarding facilities are additional factors which indicated a statistical significance with p <0.001. The study results indicated that the higher level of education of parents, the lower the enrolment of females in TVET Education. Many educated parents believe that TVET was for the failures and poor families. The study indicated that there was a discrepancy between the high expectations of enrolling in TVET prior to enrolling rated at 90%, 91.5%, 61.5 %, 84.5 %, 79 % compared to the actual benefits after enrolling rated at 32%, 37%, 50.5%, 62.0%, 54.5%. The study showed the lack of information and underestimation of the value of TVET however increased access to information among females and parents led to increased enrolment of females in TVET schools.

scholarly journals Socio Economic Barriers Young Females Face in Accessing Technical Vocational Education and Training (Tvet) in Rwanda

2020 ◽  
Vol 4 (12) ◽  
pp. 28-32
Keyword(s):  
Vocational Education ◽  
Economic Status ◽  
Linear Regression Analysis ◽  
Secondary Data ◽  
Vocational Education And Training ◽  
Young Females ◽  
Socio Economic Status ◽  
Economic Barriers ◽  
Technical Vocational Education ◽  
The Government

The objective of this study was to Assess the extent to which the female household’s socio-economic capacity affects enrolment in TVET” in Rwanda. Females have been sensitized on the availability, benefits of TVET, and that most of them meet the required qualifications to be enrolled and yet the uptake of females to TVET remains low. Rwandans are classified in community socio economic categories known as Ubudehe. The latter refers to the long-standing Rwandan practice and culture of collective action and mutual support to solve problems within a community. It allocates each household to one of four income and poverty-related categories as basis to access mainly public services including not limited to TVET. The study analyzed the relationship of the Household socio economic status and enrolment of females in TVET in Rwanda to attempt to answer why females are not embracing TVET as a promising avenue of acquisition of professional skills. The study used both qualitative and quantitative-triangulation methodology. The study used questionnaires, FGDs, Interviews and secondary data as data sources. The respondents included 400 females, female’s parents, local leaders, TVET and IPRCS staff for the KIIs. The research performed a simple linear regression analysis to find out predictor factors to enroll in TVET hence access to TVET that supplemented the correlation analysis.The study found that the household socio economic status showed very strong correlation to the enrolment of females with a p <.001 with a negative Pearson’s coefficient of r, -.628 **. The study showed that household socio economic status was statistically significant predictor of the enrolment of female in Technical Vocational Education Training, β. -.415, t (-16.090), p<.001, R² = .394. The results revealed that the higher the level of the household socio economic status, the less the enrolment of females in the TVET Education. The results indicated that the more a household increased income and became wealthier the more negative perception “labelling TVET as Second best option therefore the less their kids joined TVET. The study indicated that TVET scholarship loan plays an important role in the enrolment of Females in TVET. However, it recommends the Government to adjust or remove the wealth classification (Ubudehe category) from the list of criteria considered for a student to acquire a TVET scholarship loan.

scholarly journals Partnerships between Cambodia’s Government, NGOs, and the Private Sector in Technical and Vocational Education Training from the NGOs’ Perspectives

2021 ◽  
Author(s):  
◽  
Sokha Chhun
Keyword(s):  
Private Sector ◽  
Vocational Education ◽  
Study Data ◽  
Annual Reports ◽  
Phnom Penh ◽  
Technical And Vocational Education ◽  
Education Training ◽  
The Government ◽  
Depth Interviews

<p>Three-way or tri-sector partnerships were proposed in the World Summit on Sustainable Development in Johannesburg (2002) as a way to reduce poverty and achieve development targets by 2015 (Warner & Sullivan, 2006). These partnerships are between government, civil society and the private sector, and there is not much research on how such partnerships work in the development world. The purpose of this research is to explore the effectiveness of partnerships between Cambodia’s government, NGOs, and the private sector in Technical and Vocational Education Training (TVET), particularly from the NGOs’ perspective.  The research methodology used in this study was a qualitative case study. Data was collected from in-depth interviews as well as document analysis, such as NGO’s annual reports, project agreements with Cambodia’s government, and other related documents from three NGOs working in the TVET sector in Phnom Penh. This research used Creswell’s framework (2014) for qualitative data analysis and interpretation.  The findings conclude that the tri-sector partnerships within one NGO to that of another NGO are quite different depending on the level of trust and interdependence of the parties. These partnerships between government, the business sector and NGOs are based upon the belief that collaboration brings benefits to each actor. From the business’s side, the benefits include the improvement of industrial production processes and productivity due to an increased supply of well-skilled staff. From the NGOs’ perspective, the benefits include accessing enterprises’ equipment and expertise. The government provides decentralised powers to local government to facilitate the working process of the NGOs and the private sector. These findings provide insight into Cambodia’s tri-sector TVET partnerships, making a contribution to understandings and knowledge of NGOs in TVET and their partners.</p>

scholarly journals Partnerships between Cambodia’s Government, NGOs, and the Private Sector in Technical and Vocational Education Training from the NGOs’ Perspectives

2021 ◽  
Author(s):  
◽  
Sokha Chhun
Keyword(s):  
Private Sector ◽  
Vocational Education ◽  
Study Data ◽  
Annual Reports ◽  
Phnom Penh ◽  
Technical And Vocational Education ◽  
Education Training ◽  
The Government ◽  
Depth Interviews

<p>Three-way or tri-sector partnerships were proposed in the World Summit on Sustainable Development in Johannesburg (2002) as a way to reduce poverty and achieve development targets by 2015 (Warner & Sullivan, 2006). These partnerships are between government, civil society and the private sector, and there is not much research on how such partnerships work in the development world. The purpose of this research is to explore the effectiveness of partnerships between Cambodia’s government, NGOs, and the private sector in Technical and Vocational Education Training (TVET), particularly from the NGOs’ perspective.  The research methodology used in this study was a qualitative case study. Data was collected from in-depth interviews as well as document analysis, such as NGO’s annual reports, project agreements with Cambodia’s government, and other related documents from three NGOs working in the TVET sector in Phnom Penh. This research used Creswell’s framework (2014) for qualitative data analysis and interpretation.  The findings conclude that the tri-sector partnerships within one NGO to that of another NGO are quite different depending on the level of trust and interdependence of the parties. These partnerships between government, the business sector and NGOs are based upon the belief that collaboration brings benefits to each actor. From the business’s side, the benefits include the improvement of industrial production processes and productivity due to an increased supply of well-skilled staff. From the NGOs’ perspective, the benefits include accessing enterprises’ equipment and expertise. The government provides decentralised powers to local government to facilitate the working process of the NGOs and the private sector. These findings provide insight into Cambodia’s tri-sector TVET partnerships, making a contribution to understandings and knowledge of NGOs in TVET and their partners.</p>

Pedagogic Practice in Classroom and Workshop at Technical and Vocational Education Training Colleges

2021 ◽  
pp. 136-161
Author(s):  
Folake Modupe Adelabu
Keyword(s):  
Vocational Education ◽  
Structured Interviews ◽  
Microsoft Excel ◽  
Specific Content ◽  
Content Domain ◽  
Hands On ◽  
Pedagogic Practices ◽  
Technical And Vocational Education ◽  
Education Training ◽  
Selection Of

Good pedagogy practices require a comprehensive list of strategies that will sustain and produce students in a specific content domain. The aim of this chapter is to explore vocational pedagogic practices in classrooms and workshops at technical and vocational education training (TVET) colleges. A closed-ended Likert-type questionnaire on vocational pedagogic practices was administered to the students, while interviews were conducted on the pedagogic practices in the classroom and workshop with the lecturers. Convenient and purposive sampling were used for the selection of the participants. The study sample was 58 students and four lecturers. Data was collected through semi structured interviews and a student's questionnaire. The interviews were transcribed, and each transcription was measured with the purpose to explore vocational pedagogic practices in classrooms and workshops at TVET colleges. The percentage of each item of the questionnaire was analysed through frequency distribution using Microsoft Excel. The findings showed that the NATED section of the TVET colleges is mainly for theory where the NC (V) section is for practical. Some parts of the TVET colleges' curriculum are not satisfactory and the hands-on practical activities that are a true reflection of workplace activities are not presented adequately in the curriculum. Based on the findings, the chapter suggests that the TVET colleges' curriculum be revised and updated in order to meet the standard requirements and the lecturers should be upgraded especially on hands-on practical activities in order to prepare the students to meet the companies' requirements.

Socio-cultural barriers to developing a regional entrepreneurial ecosystem

2019 ◽  
Vol 13 (3) ◽  
pp. 263-282 ◽  
Author(s):  
Jacqueline Walsh ◽  
Blair Winsor
Keyword(s):  
Secondary Data ◽  
Cultural Factors ◽  
Contextual Analysis ◽  
Cultural Barriers ◽  
Case Study Method ◽  
Entrepreneurial Ecosystem ◽  
Actual Case ◽  
Content Type ◽  
Insight Into

Purpose The purpose of this paper is to provide a contextual analysis that helps explain how socio-cultural factors are negatively impacting the evolution of the entrepreneurial ecosystem in a struggling regional economy. Design/methodology/approach A case study method is used to provide a detailed contextual analysis triangulating primary and secondary data. Findings This paper provides insight into a region impeded from embracing the benefits of innovation-driven entrepreneurship in fostering economic development. The authors show that socio-cultural factors may be inhibiting the region from having a functional entrepreneurial ecosystem that can support innovation. Specific aspects of culture and social capital weaknesses are identified and insight into the potential causes of these impediments were offered. As well, the paper shows how the fundamental nature of culture may be affecting other elements of the entrepreneurial ecosystem from maturing. Originality/value This paper adds to a small, but growing, body of literature that is illustrating the evolutionary nature of entrepreneurial ecosystems and the significant impact of socio-cultural attributes to that evolution. This paper responds to calls to investigate contexts in which innovation does not thrive and where economic challenges prevail. The value of this research paper is to provide conceptual contributions in a contextual analysis from which other researchers can draw comparisons, insights and inspiration for similar approaches. Despite the abundance of research discussing the importance of culture, there are very few actual case studies showing concrete examples of culture and its influence on a region’s entrepreneurial ecosystem.

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