https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/5135/3675

Abstract

According to Boeri, Van and Ours (2013), it is the market where the number of services corresponding to tasks established in the job description is rendered for remuneration. In the labour market, individuals/employees represent sellers and suppliers of knowledge, skills and experiences. In contrast, companies/industries act as buyers, demanders and bidders of payment and working conditions (Serena, 2017). Amidst the functions of the labour market (Dorofeev 2014) is the provision of information necessary to guide the experience offered and training provided in education, vocational training and retraining of educational experts, as a way of ensuring that supply meets demands. Technical Vocational Education and Training (TVET) has been adopted and positioned as a panacea to meeting current and future labour market demands. According to Park (2005), TVET is the systematic and orderly transmission of knowledge, skills and values to develop a workforce that can enhance productivity and sustain competitiveness in

The Influence of Innovative Characteristics, Work Readiness, and Vocational Self-Concept on Employability of Vocational College Students

“…As mentioned by Rahayu and Aryanti (2022), TVET education is well-known among male students, rarely chosen by female students and only a small fraction of female students apply to TVET institutions like vocational colleges. Male students are more interested in technical engineering courses while female students are more interested in home economics courses like home management, clothing & textiles, food & nutrition, hospitality management, and child care (Chukwu et al, 2020). With regards to innovative characteristics (creativity, leadership, energy, self-efficacy, and risk-propensity), most of the studies point toward males having an upper hand over females.…”

The Present and Future of Malaysian Technical and Vocational Education and Training (TVET)

“…A highly qualified and trained workforce is urgently required to adapt to shifting global conditions in light of the fact that all current technological developments are geared towards replacing jobs and modifying skill requirements (Holden, 2009). TVET has been adopted and positioned as a solution for solving present and future labour market needs (Chukwu et al, 2020). The United Nations Educational, Scientific, and Cultural Organization (UNESCO) defines TVET as "a process that involving aspects of education, in addition to general education, technology, and science studies, that relate to the acquisition of practical skills, attitudes, understanding, and knowledge related to work in various sectors of the economy (UNESCO, 2016).…”

Evaluation of Information Technology Curriculum Framework Through Context-Input-Process-Product Model

“…Within the last five years, different studies have been performed in Turkey and around the world to evaluate the situation of vocational and technical education and to focus on the relevant problems (Chukwu et al, 2020;Dahil et al, 2015;Erten, 2022;Hu & Gong, 2022;Schröder, 2019;Sevilla et al, 2023;Zhang et al, 2020). There are different studies investigating curricula in the field of information technologies (Chen et al, 2023;Cheng & Wang, 2022;Li et al, 2023;Liu et al, 2021;Zhao et al, 2023).…”