Collaboration in the Integration of Academic and TVET through ODL and Industry: Strategies, Challenges and Opportunities

Abstract

Literature has documented the value of collaboration in open distance education and training due to the challenges facing nations brought about by globalization, increased career changes by workers in their life time, expansion ofMultinational Companies globally and technological changes. TVET has also been recognized as an effective process by which quality, up-to-date information literate and knowledgeable workers can be prepared, trained and retrained worldwide. TVET has been singled out as an avenue for the acquisition of practical skills and knowledge related to occupations in various sectors. Review of literature has detailed the advantages of integration and the challenges. Corporate bodies, as consumers of trained staff in search of increased productivity, individuals on their part are becoming increasingly aware of the potential of TVET to improve their employment prospects and future income, and governments have recognized the key role TVET plays in economic success. Thus, users, buyers and policy makers see open and distance learning (ODL) as a realistic way of extending TVET to a much wider public at least cost. The aim of the study was to review literature to find out opportunities, challenges, and factors and to make recommendations for the collaboration and integration of academic and TVET through ODL and industry. Document analysis was the method used to carry out the study. Relevant databases were searched for relevant information regarding collaboration and integration of academic and TVET through ODL and industry. Results indicated that collaboration and integration of academic and TVET through ODL and industry received support from users and buyers. This was because of the economic, social, political advantages derived from such an approach. Different models for implementation were suggested acknowledging the challenges associated with the strategy at country and regional levels. Success however, needed a supportive policy framework. Collaboration and integration were regarded as key to achieving strategic goals; namely, achieving equitable access to education for all the people, improve quality of education, efficient and effective management of resources. ODL and flexible learning were seen as fulfilling core values of accessibility, equity and inclusiveness in which education provision is planned and delivered with the needs and circumstances of learners in mind because lifelong education, personal development and skills development were regarded as basic human rights. SADC on its part has established a solid foundation for collaboration and integration through its Hwange Declaration of 2012. There was however, a need for pilot projects in every country before regional collaboration and integration could be implemented. The review recommended that integration be implemented at different levels of education using a variety of models for high schools, colleges and tertiary institutions. More research is required through field studies in education institutions and industry to establish the bes...

An Evaluation of Technical-Vocational Education and Training in Open and Distance Learning Institutions: A Case of Zimbabwe Open University

“…In agreement with Dambudzo (2013), the challenges faced by ODL institutions in implementing TVET programmes, as expressed by all 10 participants imply that there was need to put into place, some structures specifically to cater for practical activities in other fields like Wood Technology, Metalwork, Food Preparation and Service, the Sciences and many others. The reason being that learners would be empowered with new and current technological skills in line with current trends in the world of work.…”

Regional Integration of Technical and Vocational Education and Training in ECOWAS Region

“…Furthermore, a well-integrated and standardized TVET system can contribute to the economic development of ECOWAS member states by providing industries with a skilled workforce that meets their needs, boosting productivity, innovation, and competitiveness in key sectors. As noted by Dambudzo (2013), collaboration between academic education and TVET through Open Distance Learning is supported by various stakeholders, including corporate bodies, individuals, and policymakers, due to its potential to extend educational opportunities cost-effectively. This acknowledged that TVET is a crucial process for preparing information-literate and knowledgeable workers, with its integration seen as beneficial for economic, social, and political development (Osidipe, 2017).…”

“…This shows that integrating TVET with both academic education and industry, as well as including STEM, can lead to more equitable access to education, enhanced quality, efficient resource use, and a workforce better prepared for the knowledge-based economy in the ECOWAS region (African Union [AU], 2019b; Adotevi & Kyari, 2020). As noted by Dambudzo (2013), successful integration of TVET requires supportive policy frameworks and may involve different models at various educational levels, with recommendations for pilot projects to precede regional implementation. From this point, UNESCO (2021b) proposed that a framework for integrating STEM and TVET emphasizes goal orientation, constructivism, systems thinking, and situated learning, aiming to achieve integration across primary, secondary, and tertiary education levels.…”