Reasons Behind a Career Change Through Vocational Education and Training

Current changes in the education system and increased competition for employment have pressurized the government to produce major skills among the youth to make them employable. Moreover, technical and vocational education (TVE) worldwide is being used to resolve the problems of unemployment, poverty, and increased competition in the international labor market. Also, technical and vocational education is called career and technical education (CTE), which enables students to get a professional job without graduating or acquiring any other professional degree. Furthermore, it is an education that provides a hands-on experience that helps individuals to get a desirable job easily in the future. This chapter highlights how Pakistan has developed TVE and has taken several initiatives like TEVTA and NAVTTC (National Vocational and Technical Training Commission), which are taken for providing skills to the local people for their better career building. The data is collected from several official government websites of Pakistan which are mentioned further in the chapter and also provided on the reference page. Also, the study supports different previous research articles. To empower women and adolescent girls, TVE has been considered an important factor. So, it is important in every country to include both general training and vocational education for the growth of society.

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Issue and Challenge for Vocational Teaching Quality in the Vocational College Lecturers: A Systematic Review/ Isu dan Cabaran Kualiti Penyampaian Pengajaran Bidang Vokasional dalam Kalangan Pensyarah Kolej Vokasional: Satu Ulasan Sistematik

Sains Humanika ◽

10.11113/sh.v12n2-2.1779 ◽

2020 ◽

Vol 12 (2-2) ◽

Author(s):

Muhamad Hafidz Mohd Yusof ◽

Mahyuddin Arsat ◽

Nor Fadila Amin ◽

Adibah Abdul Latif

Keyword(s):

Vocational Education ◽

College Graduates ◽

Technical Skills ◽

Teaching Quality ◽

Vocational Education And Training ◽

Teaching Process ◽

Vocational College ◽

Technological Advances ◽

Technical And Vocational Education ◽

The Government

Based on demand for professional labor and the growing economy, the Technical and Vocational Education (TVET) system has been transformed into a system that works to develop and equip individuals with current technical skills based on industry demand. The government has undertaken various efforts to strengthen the field of Technical and Vocational Education. Among the efforts undertaken was the transformation of the Technical and Vocational Education and Training (TVET) system. Kurikulum Standard Kolej Vokasional (KSKV) syllabus has been introduced to guide the teaching process at Vocational College. The KSKV was developed based on the latest industry requirements under the National Occupational Skill Standard (NOSS). Jabatan Pembangunan Kemahiran (JPK) is responsible for ensuring that the skills provided to students meet NOSS standards. However, there are issues and challenges faced in implementing the transformation, which is the level of knowledge and technical skills proficiency that lecturers have that is an important aspect of enabling educators to cope with growing technology. In line with the latest technological advances and industry demands, the issue that has begun among lecturers is the preparation of lecturers in terms of knowledge and technical skills related to the latest technologies updated in KSKV. This will further impact the quality of teaching delivery delivered by lecturers at Vocational College. Finally, the latest technical skills are essential to enable the teaching process delivered by the lecturers to be mastered by the students and thus produce qualified Vocational College graduates according to the latest industry employment standards.

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Achieving Youth Empowerment in UAE through Incorporating Entrepreneurial Skills in Technical Vocational Education and Training

International Business Research ◽

10.5539/ibr.v14n4p101 ◽

2021 ◽

Vol 14 (4) ◽

pp. 101

Author(s):

Ghanim Alhajeri

Keyword(s):

Vocational Education ◽

New Technologies ◽

Entrepreneurship Education ◽

Education And Training ◽

Abu Dhabi ◽

Vocational Education And Training ◽

Specific Reference ◽

Technical And Vocational Education ◽

The Government ◽

And Training

UAE government can stimulate the development of innovations by giving due emphasis on the promotion of entrepreneurship education in youth. Technical and Vocational Education and Training (TVET) would only succeed in UAE, when young individuals devise new technologies by using available resources, recruit and train the locals and manufactures products for both domestic and international consumption. This study emphasizes on the efforts made by the UAE government, particularly the government of Abu Dhabi for upgrading and expanding vocational education in collaboration with the private sector. An explorative study design is employed to review the need of the growth of vocational education in UAE with specific reference to Abu Dhabi. It also examines the recent efforts, undertaken in the vocational education sector in UAE and Abu Dhabi. Apparently, there is minimal evidence that technical and vocational education and training interventions are effective to provide employment for young people. The perception behind support and benefits, shared concepts of significance to offer entrepreneurship education.

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The effectiveness of problem-based learning in technical and vocational education in Malaysia

Education + Training ◽

10.1108/et-06-2018-0129 ◽

2019 ◽

Vol 61 (5) ◽

pp. 552-567 ◽

Cited By ~ 7

Author(s):

Noor H. Jabarullah ◽

Hafezali Iqbal Hussain

Keyword(s):

Experiential Learning ◽

Vocational Education ◽

Student Performance ◽

Problem Based Learning ◽

Vocational Education And Training ◽

Kuala Lumpur ◽

Content Type ◽

Hands On ◽

Technical And Vocational Education ◽

The Impact

PurposeThe 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/approachThe 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.FindingsStudents 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/implicationsThe 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/valueThe 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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Financing of Technical and Vocational Education and Training in Nepal

Journal of Education and Research ◽

10.3126/jer.v10i1.31898 ◽

2020 ◽

Vol 10 (1) ◽

pp. 58-80

Author(s):

Baikuntha Prasad Aryal

Keyword(s):

Vocational Education ◽

Group Discussion ◽

Education And Training ◽

Economic Transformation ◽

Vocational Education And Training ◽

National Budget ◽

Technical And Vocational Education ◽

The Government ◽

Secondary Information ◽

And Training

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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