scholarly journals Influence of Cognitive Factors on Self-Employment Intention Among Students in Technical, Vocational Education and Training in Kenya

2018 ◽  
Vol 9 (5) ◽  
pp. 21
Author(s):  
David Maina Kahando ◽  
Esther Nyambura Mungai
Keyword(s):  
Vocational Education ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
High Rate ◽  
Cognitive Factors ◽  
Vocational Education And Training ◽  
Self Employment ◽  
Geographical Regions ◽  
The Government ◽  
And Training

Entrepreneurship has been identified as a crucial activity for economic growth and employment generation worldwide. However, this has not been effective in most developing countries, Kenya as an example, has a high rate of unemployment among the young graduates emerging from universities and tertiary institutions. One of the government challenges is transforming the mindset of students to venture into business rather than seeking employments. This study thus examined the relationship between cognitive factors, entrepreneurship education and how these variables influence self-employment intentions among Technical and Vocational Education and Training in Kenya. The study objectives were to determine the influence of cognitive factors and the moderating effect of entrepreneurship education on students’ self-employment intentions. The study adopted a survey research design. Self-administered questionnaire was developed and administered to 400 diploma engineering finalist sampled from 41 public Institutions spread in five geographical regions in the country using multistage and simple random sampling approach. The data were analyzed using descriptive statistics and inferential statistics with the help of the Statistical Package for Social Sciences version 20. Pearson’s Coefficient Correlation was used to examine reliability of data. Factor analysis was conducted to investigate the internal structure among the set of variables. Multiple linear regressions analysis was used to examine the effect of independent variables on the dependent variable. The results of findings showed that there was a positive and significant relationship between cognitive factors and self-employment intention. The results also showed that entrepreneurship education enhances cognitive factors and thus strongly influence self-employment intentions.

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

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.

scholarly journals The benefits of exposing post-secondary students to entrepreneurship training in Trinidad and Tobago

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Abede Jawara Mack ◽  
Daniel White ◽  
Osiris Senghor
Keyword(s):  
Trinidad And Tobago ◽  
Vocational Education ◽  
Secondary Students ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Post Secondary ◽  
Technical Vocational Education ◽  
Entrepreneurial Training ◽  
And Training

AbstractTechnical Vocational Education and Training (TVET) serves as a pillar for economic stability globally. Entrepreneurship education provides young people with essential skills that can be used in a positive manner, thus enabling them to be employers rather than employees. Marrying TVET and entrepreneurship education can help Trinidad and Tobago (T&T) in tremendous ways. These two subjects TVET and entrepreneurship can lift T&T to global prestige. Given this context, the study explored the benefits of exposing Post-Secondary TVET students to entrepreneurial training. An investigation was carried out using a mix-methods approach. The use of regression analysis and Spearman’s Correlation Analysis were used that determine the relationship between exposing Post-Secondary Technical Vocational Education and Training Students (PSTVETS) to entrepreneurship education and their interest in entrepreneurial training. Additionally, qualitative data was incorporated by utilising content analysis, focus groups and semi-structured interviews. The data revealed there was an absence of entrepreneurship education. Upon further investigation there was no real entrepreneurship culture or framework implemented within the PS schools. The results also showed the more students are exposed to entrepreneurship education more they are inclined to pursue entrepreneurship endeavours. Data also allowed the reader to grasped copious challenges experienced within TVET in T&T, that impacts on entrepreneurial training within post-secondary institutions in T&T. The researchers put forward an entrepreneurship education model that can be incorporated in the training of post-secondary schools. Additionally a strategy was articulated as to how entrepreneurship education can be adopted within the training of post-secondary institutions. Providing an adequate framework for entrepreneurial training within entrepreneurship education, and TVET provides originality and contribution to the field of TVET and entrepreneurship education.

scholarly journals Technical and Vocational Education and Training in Workforce Development

2015 ◽  
Vol 1 ◽  
pp. 77-84
Author(s):  
Anup Bhurtel
Keyword(s):  
Vocational Education ◽  
Workforce Development ◽  
Agricultural Sector ◽  
Education And Training ◽  
Training And Development ◽  
Vocational Education And Training ◽  
Self Employment ◽  
Major Player ◽  
Technical And Vocational Education ◽  
And Training

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

scholarly journals Role of Industry and International Organisations in Improving Technical Vocational Education and Training in Nigeria

1970 ◽  
Vol 10 (1) ◽  
pp. 61-72
Author(s):  
Ayonmike Shirley Chinyere
Keyword(s):  
Vocational Education ◽  
Survey Design ◽  
Education And Training ◽  
Vocational Education And Training ◽  
International Organisations ◽  
Technical Vocational Education ◽  
The Government ◽  
Level Of Significance ◽  
And Training

This paper reports the findings of a study that delved into the roles of industries and international organisations in improving Technical Vocational Education and Training (TVET) in Nigeria. A survey design was used. The 152 principals of the government technical colleges in the country comprised the population of the study. Seventy-six (representing 50 percent) of these principals were selected to participate in the study. These were selected using stratified random sampling. Data was collected using a 10-item questionnaire. The data was analysed using means and student-t test at the level of significance p = .05. The study revealed that industries and international organizations have great roles to play in improving TVET in the country. Hence, it is recommended that government makes policies that will promote collaboration between TVET institutions and these organisations.

scholarly journals Hacia un ecosistema de investigación sobre formación profesional en España

2021 ◽  
Vol 39 (1) ◽  
pp. 249-264
Author(s):  
Benito Echeverría Samanes ◽  
Pilar Martínez Clares
Keyword(s):  
Vocational Education ◽  
Continuous Process ◽  
Education And Training ◽  
Social Recognition ◽  
Vocational Education And Training ◽  
Research And Innovation ◽  
Toma De Decisiones ◽  
Sociedad Civil ◽  
The Government ◽  
And Training

La mejor forma de fomentar la Investigación sobre Formación Profesional en España (IFPE) es a través de un ecosistema que conecte el potencial tecnológico, investigador, innovador y de emprendimiento con las infraestructuras y talento de sus investigadores y agentes sociales y se refuerce con principios, políticas e inversiones de la estrategia a seguir. Un buen ecosistema de IFPE difícilmente se puede configurar, sin redes sólidas de conexión entre la ciencia, actores socio- económicos y la sociedad en general. Como en otros muchos campos de la actividad, las innovaciones en FP surgen de los intercambios y colaboraciones entre investigadores, centros de formación, universidades, empresas e inversores. Para alcanzar los objetivos, directa o indirectamente relacionados con la FP, ha de implicarse todos los actores /agentes: gobierno, sector privado, sociedad civil y personas particulares. Construir una cultura de investigación e innovación en FP supone un continuo proceso de reflexión-acción-reflexión, que ofrezca espacios reales de intercambio, participación y toma de decisiones sobre su importante función en el desarrollo de la FP. Probablemente éste sea la mejor vía para superar su deficiente reconocimiento social en España y lograr que se convierta en motor de las transformaciones, que necesita nuestra sociedad. Sin duda alguna, experimentar y hacer ciencia en el arte de la formación de aprendices contribuye a la capacitación del capital humano, generador de los cambios y estimula su desarrollo profesional.  The best way to promote Research about Vocational Education and Training in Spain (IFPE in Spanish) is through an ecosystem that connects the technological, investigative, innovative and entrepreneurial potential with the infrastructures and talent of its researchers and social agents and is reinforced by principles, policies and investments of the strategy to follow. A good IFPE ecosystem cannot be constructed without strong networks of connection between science, socioeconomic actors and society in general. As in many other fields of activity, innovation and research in vocational training arise from exchanges and collaborations between researchers, training centers, universities, companies and investors. To achieve the objectives, directly or indirectly related to vocational education and training (VET), all actors must be involved: the government, the private sector, civil society and individuals. Building a culture of research and innovation in VET involves a continuous process of reflection-action-reflection, which offers real spaces for exchange, participation and decision-making on its important role in the development of VET. This is probably the best way to overcome its poor social recognition in Spain and make it become the engine of the transformation that our society needs. Without a doubt, experimenting in the art of training apprentices contributes to the training of human capital, generation of change and stimulation their professional development.

scholarly journals Appropriateness and Adequacy of Teaching and Learning Resources and Students’ Industrial Attachment in Public Colleges of Technical and Vocational Education in Zambia

2020 ◽  
Vol 1 (2) ◽  
pp. 30-42
Author(s):  
Innocent Mutale Mulenga ◽  
Edward King Chileshe
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Research Approach ◽  
Learning Resources ◽  
Mixed Method Research ◽  
The Government ◽  
And Training

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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