Bridging Skill Gap to Meet Technical, Vocational Education and Training School-Workplace Collaboration in the 21 &amp;lt;sup&amp;gt;st&amp;lt;/sup&amp;gt; Century

Oviawe, Jane Itohan

doi:10.11648/j.ijvetr.20170301.12

Cited by 53 publications

(40 citation statements)

References 3 publications

(3 reference statements)

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“…This leaves vocational systems less equipped to respond to the requirements of employers and less able to transition young people into good jobs by equipping them with relevant skills. One of the ways to ease school-to-work transition is through workplace-school collaborations [9]. TVET centers and industry must work together for trainees to gain real work experience, become efficient workers, and expand employment opportunities and their network [10].…”

Section: School-to-work Transitionmentioning

confidence: 99%

An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda

Kintu¹

2019

IJVETR

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The major role of Technical, Vocational Education and Training (TVET) is to equip young persons with skills for the world of work. However, studies have shown that TVET graduates in Uganda experience difficulty in their transition to the world of work, implying major labor market entry problems. The study, we set out to identify different strategies for facilitating TVET graduates' transition to the world of work in Uganda. A qualitative approach was used to collect data, analyze and present findings. Thirty respondents, comprising of employers of TVET graduates, trainers and officials from: skilling Uganda, Uganda employers' union, Ministry of education officials, and TVET graduates in formal employment were randomly selected and interviewed. The various strategies identified were: use of employment agencies, income generating units at the institutions, institutional-industrial linkages, provision of start-up capital, tools and materials for self-employment, training with production and internship/ industrial attachments programs. It is recommended that an active labour market information system be established at TVET institutions to analyze, collect, evaluate and provide labour market information to identify evolving occupations, skills shortages and areas of skills oversupply and redundancy; that there should be an increase in apprenticeship programs and that TVET institutions adopt approaches such as case studies, project-based learning, real life problem-based learning, and teamwork learning activities.

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Section: School-to-work Transitionmentioning

confidence: 99%

An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda

Kintu¹

2019

IJVETR

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“…This makes it easy to not only respond to different skills needs of enterprises but also to training needs of learners from different academic backgrounds and prepare them for gainful employment and sustainable livelihoods [6]. Therefore, TVET is the type of education which offers individuals with skills, knowledge and attitudes for employment in specific occupations [7]. A welleducated and well-trained population is crucial for the efficient acquisition, utilization, creation and dissemination of knowledge and skills that increase productivity and economic growth [8].…”

Section: Technical Vocational Education and Training (Tvet): A Briefmentioning

confidence: 99%

Employers’ Perceptions about the Employability of Technical, Vocational Education and Training Graduates in Uganda

Kintu

Kitainge

Ferej

2019

AIR

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Aims: The study aimed at determining employers’ perceptions about the employability of Technical, Vocational Education and Training (TVET) graduates in Uganda. Determining employability skills from the employer’s perspective is crucial to develop these skills among the students while at the training institutions. Study Design: Survey. Place and Duration of Study: Sample: Employers of TVET graduates in Uganda. Between February 2018 to August 2018. Methodology: The study adopted and modified a SCANS (Secretary's Commission on Achieving Necessary Skills) questionnaire. Sample: The study involved 50 respondents selected from different employing organizations. Results: The findings indicated that most employers agreed that the graduates possessed the basic skills (average mean=3.91), ICT skills (average mean=3.87), and interpersonal skills required for work (average mean=3.61). However, there were negative perceptions regarding their decision making (mean= 2.39), reasoning (mean=2.96), self-esteem (mean=2.92), sociability’ (mean=2.90), integrity/honesty (mean= 2.60), money (mean=2.57), materials and facilities management (mean=2.67); understanding systems (mean=2.79), monitoring and correcting performance (mean=2.40), and improving systems (mean=2.24). Further, that most employers don’t participate in curriculum design (50%). Conclusion: TVET institutions should endeavor to improve on the negatively perceived aspects to instill the necessary employability skills among the graduates to make them readily employable.

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“…This position influences employability of graduates because they do not meet the employer's expectation. In some cases graduates need retraining to fit into the industry [30].…”

Section: Training Needs Analysismentioning

confidence: 99%

“…Further, the support offered to the trainees and the climate in which they learn is dictated by situational physiognomies such as declarative knowledge, learning incentives, acquisition of skills, reactions, transfer and job performance [18]. Thus political will is crucial in fostering TIVET goals and the philosophy of vocationalization [30]. In addition collaboration of labour officers curriculum planners, policy makers, lawmakers and education stakeholders is crucial.…”

Section: Training and Development Activitiesmentioning

confidence: 99%

A Proposed National Model of Vocational Education and Training for Micro and Small Enterprises in Kenya

Ngure¹

2018

IJVETR

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Vocational education and training (VET) in Kenya has undergone major changes since colonialists introduced it at the beginning of the twentieth century. Since then, VET has evolved in the areas of science, technology and innovation to provide more skills, which are expected to serve the needs of the labour market and propel the country to middle-level industrialised status by the year 2030. However, current training and development (T&D) processes in Kenya have been criticised for being rigid and irrelevant to the industry, creating a mismatch of skills produced by the training institutions and those demanded by the industry; it is upon this criticism that this research is built. The focus of this paper is the development of a more responsive and relevant T&D model for the VET sector. In Kenya VET is referred to as technical, industrial, vocational education and training-TIVET. To develop a national T&D model, this paper examined a generic organisational T&D model. Then, through an examination of literature dealing with VET sub-systems in Kenya and elsewhere, the organisational T&D was expanded to include relevant national training areas and activities. The requisite areas were identified from reports, academic papers and a combination of both.

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Bridging Skill Gap to Meet Technical, Vocational Education and Training School-Workplace Collaboration in the 21 <sup>st</sup> Century

Cited by 53 publications

References 3 publications

An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda

An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda

Employers’ Perceptions about the Employability of Technical, Vocational Education and Training Graduates in Uganda

A Proposed National Model of Vocational Education and Training for Micro and Small Enterprises in Kenya

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