Assessing the Effect of Ojt Training Quality Factors on Tvet Students’ Satisfaction in Preparing for Employment in Oman

Abstract

The Job Training has been utilised to provide work skills to TVET students in order to meet the labour market in Oman. It is important to determine whether the quality of the training is meeting to what TVET students’ needs. Therefore, this study examines the effect of the On-the Job-Training (OJT) quality factors on TVET students’ satisfaction. The internship is financed by Ministry of Manpower for TVET candidates in Oman and is meant to obtain employability skills. The study looked at the OJT training quality factors in relation to Trainer Quality, Effective assessment, Clear expectation, Learning Stimulation, Training Relevancy, Competence Development, Training Resources, Effective Support and Active Learning as found to have a direct link to students’ satisfaction. The pilot study of 30 samples was carried out and a random sampling method was used. Nevertheless, this study used a quantitative method of research. In addition, a descriptive method was used to analyse the data and the study results are provided in the form of explanatory notes. However, the reliability test was done i.e. Alpha Cronbach’s shows the range between 0.80 to 0.9 and this confirms the study results. The instrument of the survey of this study used the Coates (2009) AQTF quality indicator; using a five-point Likert scale. The literature review focused on Total Quality Management (TQM model) associated with 5-C TQM Model of Academic Excellence and Service Quality (SERVQUAL Model). Finally, the OJT training quality was measured against students’ satisfaction and the P-value was found to be statistically highly significant.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0081/a.php" alt="Hit counter" /></p>

Further Evaluation of Ojt Training Quality Factors on Tvet Students’ Satisfaction in Oman

“…Oman is one of the Arab countries in the Middle East dedicated to providing a TVET education and has only started in 1970 with only three official primary schools with 900 students; increased to 1,125 public schools with a population total of 579,024 students, while the private schools are 636 and catering to 105,680 students. (UNESCO, 1972;Al Najar, 2016;Al-Mujaini, 2018; Al Barwani & Azam, 2023). The quality of learning is considered vigorous and by supporting TVET institutes, the current changes in the movement of workforces around the world are advisable to consider technical studies (UNESCO 2017;Coates, 2018).…”

“…Nevertheless, Mohammed (2020) quoted that TVET plays a vital role in the education perspective and it is for viable development in the 21st century. The Third International Congress on TVET (2012) recognized the essential of Building Skills for Work and Life, apparently, in the absence of quality in education and skills improvement in the middle east region led to decline the opportunities of employment in the labour market (Maclean, 2017; UN-ESCWA, 2020, Oman observer, 2021; Al Barwani & Azam, 2023). Though, the Technical and Education training programmes in the Gulf countries show poor output in graduate unemployment and this present real challenges to the regional governments (Belwal et al, 2015;Belwal et al, 2017; UN-ESCWA, 2020; Al Barwani & Azam, 2023).…”

“…The Third International Congress on TVET (2012) recognized the essential of Building Skills for Work and Life, apparently, in the absence of quality in education and skills improvement in the middle east region led to decline the opportunities of employment in the labour market (Maclean, 2017; UN-ESCWA, 2020, Oman observer, 2021; Al Barwani & Azam, 2023). Though, the Technical and Education training programmes in the Gulf countries show poor output in graduate unemployment and this present real challenges to the regional governments (Belwal et al, 2015;Belwal et al, 2017; UN-ESCWA, 2020; Al Barwani & Azam, 2023). As a result, the quality of regional education systems was degraded, and insufficient investment to meet new desires that will provide suitable training programmes to young graduates (Gallaup, 2009;Barnett, 2015;UN-ESCWA, 2020;Schnitzler, 2021;Al Barwani & Azam, 2023).…”

“…Though, the Technical and Education training programmes in the Gulf countries show poor output in graduate unemployment and this present real challenges to the regional governments (Belwal et al, 2015;Belwal et al, 2017; UN-ESCWA, 2020; Al Barwani & Azam, 2023). As a result, the quality of regional education systems was degraded, and insufficient investment to meet new desires that will provide suitable training programmes to young graduates (Gallaup, 2009;Barnett, 2015;UN-ESCWA, 2020;Schnitzler, 2021;Al Barwani & Azam, 2023). Henceforth, the gap between the needs and wants of the Oman private sectors and training facilitators is compounded by lack of TVET system development (Al Kindi, 2007;Belwal et al, 2015;Belwal et al, 2017;UN-ESCWA, 2020;Pirzada, 2022;Al Barwani & Azam, 2023).…”

“…As a result, the quality of regional education systems was degraded, and insufficient investment to meet new desires that will provide suitable training programmes to young graduates (Gallaup, 2009;Barnett, 2015;UN-ESCWA, 2020;Schnitzler, 2021;Al Barwani & Azam, 2023). Henceforth, the gap between the needs and wants of the Oman private sectors and training facilitators is compounded by lack of TVET system development (Al Kindi, 2007;Belwal et al, 2015;Belwal et al, 2017;UN-ESCWA, 2020;Pirzada, 2022;Al Barwani & Azam, 2023). Even though the infrastructure and facilities are appealed to be associated with most of the developed nations claim, thus, a professional approach to utilise the resources is lacking and hence the learning engagement (Shrestha, 2021;Pirzada, 2022;Al Barwani & Azam, 2023).…”