Effects of vocational training on unemployed youths' work motivation and work engagement: Mediating roles of training adequacy and self-actualization

Ngai, Steven Sek-yum; Cheung, Chau‐kiu; Yuan, Rui Eric

doi:10.1016/j.childyouth.2016.02.020

Cited by 14 publications

(11 citation statements)

References 40 publications

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“…However, there are concerns regarding the depth of soft skills limiting how much learners can leverage them, and Swahili is significantly lacking in engineering terminology. The inadequacies in incorporating both soft and hard skills in TVET training notwithstanding, it is a step towards making skills development adequate, as suggested by Ngai et al ().…”

Section: Resultsmentioning

confidence: 99%

“…For example, while hard skills are job‐specific and productivity‐oriented these should be complemented with soft skills such as self‐esteem, honesty and integrity. Ngai, Cheung, and Yuana (), using data from the Chinese port city of Tianjin, show that youths with both hard and soft skills were associated with self‐realization, leading to positive work motivation and engagement. The study suggests that unemployed youths with adequate TVET training will follow a similar pattern.…”

Section: Review Of the Literaturementioning

confidence: 99%

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Technical and vocational education and training in Uganda: A critical analysis

Okumu

Bbaale

2019

Development Policy Review

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This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula.

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Section: Resultsmentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Technical and vocational education and training in Uganda: A critical analysis

Okumu

Bbaale

2019

Development Policy Review

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“…After getting several stages, the newest information about training can be known well. The enough information is needed for an empowerment indicator that reflects how well the quality of training held (Ngai, Cheung, & Yuan, 2016). It implies that training management is needed for training implementation setting in order that all training hold is qualified and quality.…”

Section: Vocational Education and Training Managementmentioning

confidence: 99%

Development Skills for Growing the Society’s Economy Through Technical and Vocational Education and Training Centers

Darmawan

Wiyono

2018

JoMEVE

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High competition in economic sector is a problem for all people witout competence. With authenticating the Asean Free Trade Area (AFTA), finding vocations is too competitive because all ASEAN countries community can compete in the entire of Indonesia. This study is case study about skill development for growing society in Technical an Vocational Education and Training (TVET) Center. Qualitative approach is applied in this study with the interview, observation and documentation study as a method of collecting data. The results show a TVET Center can give a real contribution for society who needs a place for skill development. On perspective of economic development, TVET Center can be a primary medium for developing the economy of society.

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“…The motivation, thus, helps to form teacher's professional identity (Nevin et al, 2009) or can be understood as one of the professional identity's indicators (Canrinus et al, 2012). Thus, motivation, especially the intrinsic motivation, influences the successful involvement of an individual into their professional occupation (Ngai et al, 2016); therefore, teachers with high levels of motivation are capable of creating a friendly and supportive climate in the classroom and this reflects in the quality of education provided by them (Efe & Baysal, 2017;Mintrop & Ordenes, 2017).…”

Section: Teachers' Work Motivationmentioning

confidence: 99%

“…One factor in particular, influencing the quality of pedagogical interaction, successful involvement in pedagogical activity, the creation of a friendly and supportive climate in the classroom, and the promotion of students' confident steps into the world of work is the pedagogical worker's motivation (Ngai et al, 2016). It is clear why the teachers' work motivation is regarded as a significant factor in educational psychology, since the teachers' work motivation directly influences the quality of their work: this aims of the activity that students take part in, the use of technologies in the study process, etc.…”

Section: Introductionmentioning

confidence: 99%