Technical and Vocational Education and Training in Workforce Development

Bhurtel, Anup

doi:10.3126/jtd.v1i0.13094

Cited by 19 publications

(13 citation statements)

References 3 publications

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“…A student must have several skills other than their expertise skills that are learned in secondary education to prepare to be a worker and have an entrepreneurial attitude to becoming an independent person in the 21 st century. Other skills possessed by students in addition to the field will be an added value for job hunting [50]. Other skills that must be met include communication skills, critical thinking to solve a problem, and skills to cooperate or collaborate [51][52][53][54]…”

Section: Discussionmentioning

confidence: 99%

Work and Entrepreneurship Readiness through 21<sup>st</sup> Century Skills in Vocational School Students

Putra¹,

Widiyanti²,

Sutadji³

et al. 2021

ujer

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Other skills that students need to develop beside their expertise fields are 21 st century skills. What is needed in preparing students for work and entrepreneurship are, among others, communication, critical thinking, and collaboration skills. The purpose of this research was to see the effect of 21 st century skills on job and entrepreneurship readiness, partially and simultaneously. This research was quantitative using multiple linear regression analysis. Respondents in this study were vocational high school students with a total of 445 respondents. The results of this study were the partial or simultaneous influences of communication, critical thinking, and collaboration skills on work readiness and entrepreneurship. The results can be used as consideration materials for educational institutions and the industry to increase the importance of 21 st century skills for students and employees. The more improvement of these skills increases job and entrepreneurial readiness of vocational high school students. Students who master other skills would find it easier to find work or develop entrepreneurship because academic skills could not keep up with the situations and conditions when they are about to graduate from vocational high schools. The industry is looking for workers who can see the situation and conditions when they are working, and also stated that academic potential or vocational abilities could be developed over time.

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Section: Discussionmentioning

confidence: 99%

Work and Entrepreneurship Readiness through 21<sup>st</sup> Century Skills in Vocational School Students

Putra¹,

Widiyanti²,

Sutadji³

et al. 2021

ujer

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“…Moving from the perspective of the neo-liberal assumptions, it is believed, that training leads to productivity, while skills lead to employability. Over and above training and skills development, the TVET colleges are earmarked to create self-employment [4], than job seekers in the country's employment market. Moreover, TVET Colleges are expected to meet the industrial requirements and societal needs [5].…”

Section: The Mandate Of Institutions Of Higher Learning In South Africamentioning

confidence: 99%

The role of Technical Vocational Education and Training Colleges (TVET) in higher education teaching: a higher education provided at basic education standard

Sebola

2022

Eureka: SH

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The paper investigates the role of Technical Vocational Education Training (TVET) Colleges in the provision of higher education in South Africa. The Technical Vocational Education Training Colleges are classified with universities as providers of higher education in South Africa’s education system under the Post School Education and Training (PSET) system. The status of a Technical Vocational Education Training College as an institution of higher learning is very questionable, however, many scholars do not prefer to enter that terrain of the argument. In this paper I argue that the TVET colleges do not seem to clearly fit the profile of institutions, offering higher education in South Africa. Higher education institutions, such as Traditional universities, Universities of Technology and Private universities, have certain standards of competencies, adhered to promote students to the next level of knowledge, which are similar, but highly different from TVET colleges’ promotion standards. The TVET Colleges are governed primarily through the Continuing Education Act, while the Universities are governed through the Higher Education Act 101 of 1997, which is a clear separation of their educational mandates. The paper argues that TVET Colleges are not institutions of higher learning and are not capable of providing education at the level of higher learning, considering the academic competencies in the sector and the level of knowledge, expected to be produced. They are indeed self-styled Basic education institutions, operating wrongfully as institutions of higher learning in the South African Higher education band. The paper concludes that if TVET colleges are to be transformed into institutions of higher learning, all standards of competencies of both students and staff will have to be overhauled to fit the level of expertise to produce a higher education graduate, fitting the standard of an independent graduate.

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“…TVET refers to skill-based educational programs and training which delivers knowledge and enhances skills for employment (Asian Development Bank [ADB], 2015; United Nations Educational, Scientific and Cultural Organization [UNESCO] & International Project on Technical and Vocational Education [UNEVOC], 2017) by preparing skilled human resources for the job market. This effort enhances employment, generates the economic capital, and contributes to the national economy (Bhurtel, 2015). These benefits take place when TVET programs run effectively.…”

Section: Introductionmentioning

confidence: 99%

Conscientiousness and Motivator Factors

Shrestha

Dangol

2020

jise

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The conscientiousness and motivator factors are the fundamental concerns of the organizational behavior among TVET school settings. Taking into an account, this study intends to assess the level and examine the influences between conscientiousness and motivator factors among TVET teachers. For these purposes, the researcher employed the post-positivist paradigm with cross-sectional survey approaches and collected information via a questionnaire from 302 TVET teachers under different clusters. Then, the information was analyzed via descriptive and inferential (e.g. correlation and regression analysis) statistics, and further discussed the obtained results by incorporating the social capital theory. This study explored the high conscientiousness and moderate level of motivator factors, and positive correlation between them among teachers. Furthermore, the increment in conscientiousness contributes to enhance the motivator factors and vice versa. The boosting of conscientiousness and motivator factors collaboratively increased the work performances and finally increases the academic achievements of the school.

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Technical and Vocational Education and Training in Workforce Development

Abstract: There are many contributions of Technical and Vocational Education and Training (TVET) on

Cited by 19 publications

References 3 publications

Work and Entrepreneurship Readiness through 21<sup>st</sup> Century Skills in Vocational School Students

Work and Entrepreneurship Readiness through 21<sup>st</sup> Century Skills in Vocational School Students

The role of Technical Vocational Education and Training Colleges (TVET) in higher education teaching: a higher education provided at basic education standard

Conscientiousness and Motivator Factors

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