Quality TVET for Matching Needs of the Industry

TVET is a significant component in the scheme of things when we refer to India as a ‘young nation' with 28 (twenty-eight) million population of youth being added every year and in future about 90 (ninety) per cent of employment opportunities may require vocational skills in collaboration with industry. It can link competence of youth with Industry needs. Bringing Vocational Training closer to the needs of dynamically changing and evolving markets can help young people move into more productive and sustainable jobs. The industrial and market trends clearly indicate the necessity of strengthening the vocational education in India. The basic objective of this paper is to assess and describe the Role of Industry in ensuring quality of TVET so as to bridge the gap between actual and perceived quality of manpower. It also summarizes the factors influencing employability in present Indian and International scenario and its problems. This paper focuses on the relevance of Technical, Vocational Education and Training to specialized industry and economics demanding higher level of skills.

A Study of the Problems Faced by Industrial Training Institutes (ITI) in India as Perceived by Different Stakeholders

The study focused on the problems faced by students pursuing ITI and the views of school students about ITI. Data was collected by the researcher through questionnaire distributed to students and in-depth interview with the principals of ITI. The themes that emerged from the data were General information about the student, Information about his family, Information about ITI education, Administration and organization, Possibilities and equipments, Teacher's capacity, Curriculum, and Community's perception. The findings highlight lack of infrastructure, inadequate teacher capacity, lack of updated curriculum, lack of awareness about ITI among students from formal schooling. On the basis of the findings the study recommended that the Government needed – Curriculum Enhancement Policies, Increasing Training Capacity, Program Evaluation, and Apprentice Programs; Infrastructure Improvement, Personnel, and Personal and Professional Development.

Recent Framework of TVET Teacher Education in a Country on the Path to Reform

This chapter discussed TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.

Improving Higher Education Efficiency with Vocational Training Based on Alternation

This chapter describes the main levers to develop an efficient vocational training offer in the context of a strategic displayed willingness for continuous improvement and excellence. The challenge, for the parties (learners included) over their life course, is to make clear of: first, the issues of training (repository of skills with challenging situations); second, the training requirement specifications dealing with the pedagogical culture of the trainers, the design of the Formative Work Situation and the responsibilities of actors helped by their inventive use of innovative tools (brown paper mapping) for the guidance; third, the chosen multi-level organization to monitor and ensure compliance thanks to convenient processes for quality. Despite the perceived complexity and difficulty of Work Integrated Learning, the choice of alternation is a key element to target excellence. Indeed, the integrated constraint of training for and through the workplace enhances the relationship between parties, their involvement and active attitude while sharing outcomes, benefits and cost.

Current Trends and Issues in TVET of Bangladesh

This chapter discussed current trends and issues in TVET of Bangladesh and challenges faced by the TVET programme in Bangladesh. The chapter drew attentions to the fact that due to tremendous development in the socio-economic status and technological changes around the world, consumers' expectations towards the products and services have been changing rapidly thereby resulting into a highly competitive globalized market. In order to compete with these demands, government and private organizations should ensure best quality products and services for their customers. Every nation throughout this global village needs to have updated means, particularly in the area of updated knowledge and skills, to survive in this globalized open market. Many developing countries particularly from Asia and Africa are facing growing pressure to compete with the changing global market. Besides, most of the least developing and underdeveloped countries of the world are located in these geographical regions (Asia and Africa) where most of the poor people with low per capita income are living. In order to improve these conditions, they put emphasis on developing their manpower as per the global requirements. Most of the developing countries, therefore, consider Technical and Vocational Education and Training (TVET) as one of the main key agents to play the vital role for educating and training their huge unemployed population to become competitive human recourses to enter into national and global market.

The TVET Scenario and Challenges Faced by the SAARC Nations

The chapter aimed at examining the technical and vocational education and training (TVET) issues across South Asian Association for Regional Cooperation (SAARC) countries with a view to understanding current scenario and challenges faced by them in terms of skilling their population in order to reap demographic dividend. It helped comprehend the skill issue in the context of globalization and sought to scrutinize how the skilling efforts that have moved on to central stage in all countries are regarded an important growth driver in knowledge based globalized economy. It explored the theme in a much wider context across nations and clearly brings out that these nations have a scarcity of trained workforce resulting in low work productivity, inadequately trained faculty, irrelevance of course content low industry involvement in TVET and terribly low institutional training capacity, TVET systems being too supply driven and far-removed from market demand. The chapter's inquiry based on primary data collected from the National Capital Region of India revealed this phenomenon clearly. The methodology combined both primary data with that of secondary data to support our hypotheses formulated in the study. The study has direct policy implications to India and other SAARC countries that the challenges to provide skill training are enormous in view of its complexity and heterogeneity of labour force. Continuous up gradation of skills is, therefore, paramount necessity in the context of globalized milieu. Unless numerous technical and vocational courses are qualitatively improved to make them marketable, these would continue to become less relevant to the needs of market.

Technical and Vocational Education and Training

Today, no issue is as important to a global community's continued prosperity as education. Research has illustrated those societies who invest in a 21st century education benefits immediately by transforming an outdated system to a more sustainable approach. As the primary consumer of the world's education system, the business community needs capable, enterprising employees to compete in a global economy. Technical and Vocational Education and Training (TVET) educators worldwide must develop challenging and relevant learning environments to prepare the future workforce of tomorrow. This strategy must incorporate workforce and economic development policies in K-12 education to be sustainable. The intent of this paper is to highlight challenges that are facing the future of the global workforce and provide guidance for a more sustainable TVET system. Twenty first century pedagogy and employability skills, universally accepted certifications, public-private partnerships, and program outcomes which have the potential to significantly increase a workforce prepared to thrive in rapidly changing times will be emphasized.

Technological Challenges in Implementing TVET Programmes in Nigeria

This chapter discussed technological challenges in implementing TVET Programmes in Nigeria. It presented TVET as a comprehensive term referring to those aspects of educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. Concept of Technology and Technology in TVET were discussed with focus on the present challenges to the integrating technology in Nigerian TVET programmes. The chapter offered key factors for Technology implementation in TVET Programmes in Nigeria and beyond such as professional development, leadership, organizational and institutional structure, resources and support. The listed and discussed factors, which facilitate implementation of TVET Programmes will play positive role in every stage of the intervention, from the initial planning and exploration phases to helping to sustain the intervention once fully implemented.

TVET in Developing Nations and Human Development

This chapter discussed technical and vocational education training (TVET) and human development in developing nations. It presented TVET as a twin term which may be considered to mean same, supports basic education, life skills and enables achievement of high education standards, leadership, preparation for industry-defined work and advanced continuing education. Objectives of TVET were highlighted and challenges facing the smooth delivery of the programme in developing countries as well as solutions to the identified problems were discussed. It also provided readers with knowledge about how TVET can assist individuals become self reliant, creative, flexible, desire for achievement, ambition, trustworthy, reliable and agent of positive, capable of contributing to national growth and development.

Relevance of Entrepreneurship in TVET

The dynamic and complex nature of societies all over the world, with the evident failure of various levels of government and the private sector to completely solve the nagging problems of man, especially the down trodden, and less privileged, has made greater, the need for specially created and committed men and women to dedicate and sacrifice their resources to cover the gaps created by such failure. On the side of governments, perhaps, the failure result from insufficient fund caused by inadequate or poor resource management, corruption, or share insensitivity of the political leaders. This presented opportunity for citizens to create their own wealth and attempt solving their problems. This chapter therefore presented the importance of entrepreneurship programme in TVET as a means of equipping our youths to be self-reliant, capable of solving their problems and contribute to economic growth and development of their countries.