A conceptual framework for examining HRD and NHRD linkages and outcomes

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.

A Work and Learning Dual System Model for Talent Development in South Korea: A Multiple Stakeholder View

“…The participants could develop their abilities and learn about their jobs and organizations. The TD plan and support provided by the government may also contribute to national HRD (NHRD) that involves workforce, economic, and social development at the national level (Alagaraja, Kotamraju, & Kim, 2014).…”

“…In particular, the one-size-fits-all approach tends to confuse small or nonmanufacturing organizations due to the mismatch between NCS qualifications and the required competencies. Hence, the match between the organizations’ demands and the governmental plan should be an ongoing focus (Alagaraja et al, 2014).…”

Capacity and Capability Building for National HRD

“…These models support the established NHRD view that there is no single path toward achieving economic growth and prosperity (McLean, 2012). Finally, NHRD strategies and policies are likely to be more effective when they also consider the dynamic impact of social, political, cultural, and economic systems on education, labor markets, and coordination of alliances among stakeholder institutions (e.g., government, private-, and public-sector organizations; Alagaraja, Kotamraju, & Kim, 2014). These findings reveal the plurality of NHRD strategies that are often developed through diverse contexts.…”

“…Individual choices and paths result from the interplay of personal characteristics, background, expectations, interests, goals, and learning experiences (Lent, Brown, & Hackett, 2000). Recent NHRD literature has begun to explore access and opportunities for low-income individuals and those with limited educational backgrounds (Alagaraja et al, 2014). This literature argues the importance of supply and demand of labor as crucial for national economic performance.…”

Vocational Education and Training: Researching the Relationship between School and Work

“…Or it could be on the effectiveness or efficiency of the training (here, corresponding measures could be drop‐out rates, number of diplomas obtained within a certain time, retention). At the macro level, indicators may be societal values and attitudes, economic status, national education policies, the value of diplomas in the labour market, finances and participation, or the link to the occupation (Alagaraja, Kotamraju, & Kim ).…”