Economies of the world and workforce level of skills are changing rapidly. Industrial revaluations and knowledge economies have raised the demand for a knowledgeable and digitally equipped skilled workforce. Technical and Vocational Education and Training (TVET) is an educational stream that provides vocational skills to youth and produces a skilled workforce for the industry. The role of Information and Communication Technologies (ICT) in the TVET pedagogy, training delivery, teachers training, curriculum, and labs is need of the day to meet current era challenges. In the TVET education training cycle, the level of ICT enablement is required to be reviewed. This Systematic Literature Review (SLR) evaluates literature for innovation of ICT in TVET education for the last ten years. This study aims to identify and present ICT-based technology innovations, research, and applications used in TVET training cycle system components / functional areas to identify gaps for future research directions/agenda. This gap identification will help (i) TVET training institutes to upgrade their teachers, curriculum, labs and, equipment, (ii) policymakers to devise technology-oriented skilled workforce development policies, (iii) to provide guidelines to industry, researchers, and academics to focus on gaps to address future challenges of workforce development. Based on the search string, we found 2,445 relevant documents and after applying quality assurance and inclusion/exclusion criteria, finally, 134 documents were selected for the study and analyzed. The result of this systematic literature review identifies that ICT technologies and application dispersion into TVET training cycle system components / functional areas is very low particularly in monitoring and evaluation, career guidance and job placement, trainee's assessment, and teacher's training. TVET Technology index suggests that much focus is needed on IoT, Robotics, Data Science, Artificial intelligence, cloud computing, and other similar technology induction to all TVET training.
Producing skilled workforce according to industry required skills is quite challenging. Knowledge of trainee's enrollment behavior and trainee's course selection variables can help to address this issue. Prior knowledge of both can help to plan and target right geographic locations and right audience to produce industry required skilled workforce. Globally Technical and Vocational Education Training (TVET) is used to provide skilled workforce for the industry. TVET is an educational stream which focus learning through more practicing with less theory knowledge. In this article, we have analyzed TVET actual enrollment data of 2017-2018 session from a TVET training provider organization of Punjab, Pakistan. The purpose of this analysis is to understand trainee's enrollment behavior and course selection variables which plays an important role in TVET course selection by the trainees. This enrollment behavior and course selection variables can be used to monitor and control industry required and produced skilled TVET workforce. We developed a framework which contain series of steps to perform this analysis to extract knowledge. We used educational data mining techniques of association, clustering and classification to extract knowledge. The analysis reveals that central Punjab youth is getting more TVET education as compare to south and north Punjab, Pakistan. Similarly, trainee's 'age group', 'qualification', 'gender', 'religion' and 'marital status' are potential variables which can play important role in TVET course selection. By controlling these variables and integrating TVET training provider institutes, funding agencies and industry, we can smartly produce TVET skilled workforce required for industry nationally and internationally.
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