Challenges and Opportunities of TVET in Developing Countries: A Case of Sudan

Abstract

Technical and Vocational Education and Training (TVET) system can play a significant role in providing human resources to enhance the structure of economic development in developing countries. However, despite the introduction of this kind of education in as early as 1902, there is still no significant progress and achievement in as far as Sudanese TVET system is concerned. This paper attempts to address the challenges and opportunities in developing countries, a case study of Sudan. The study was done in technical secondary schools and vocational training centres in Khartoum, Sudan. The sample size was 7 participants which was obtained through purposive sampling. The data was analysed qualitatively basing on thematic analysis. Both primary and secondary data were collected. Primary data were collected through open-ended interview from 2 ministerial experts in TVET, 4 students and 1 parent. Secondary data involved the contextual analysis from empirical studies. The findings revealed that; although in developing countries, governments persistently call for TVET development, there is still a number of restrictions hindering this field to attain the required standards and success such as; management system, teacher/instructors and training program, curriculum and pedagogy, financial support, the misconception of society and technology integration. Finally, the study recommended that TVET administration should implement what has been drawn internationally.