Effectiveness of Technical and Vocational Education and Training (TVET)

Abstract

Purpose – This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach – Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings – Ethiopia ' s TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications – Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications – Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVET elsewhere in Africa. Originality/value – A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh.

Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self‑determination theory

“…In recent years, the Ethiopia government has expanded access to VET institutions across the country, which has resulted in a substantial increment of enrollment, explicitly female students [ 50 – 52 ]; however, dropout is evident due to its opportunity cost [ 17 , 25 ]. As the country is under an effective strategy that aims to become a transformational middle-income country through the industry-led plan [ 21 , 25 , 53 – 55 ], it is evident that VET is the entire educational sector which contributes in producing competent workforce which gratifies the need of 21 st century technological equipped industries [ 19 , 52 , 56 ], through competent-based training [ 20 , 21 , 50 , 51 ].…”

“…In recent years, the Ethiopia government has expanded access to VET institutions across the country, which has resulted in a substantial increment of enrollment, explicitly female students [ 50 – 52 ]; however, dropout is evident due to its opportunity cost [ 17 , 25 ]. As the country is under an effective strategy that aims to become a transformational middle-income country through the industry-led plan [ 21 , 25 , 53 – 55 ], it is evident that VET is the entire educational sector which contributes in producing competent workforce which gratifies the need of 21 st century technological equipped industries [ 19 , 52 , 56 ], through competent-based training [ 20 , 21 , 50 , 51 ]. According to the Ethiopian educational structure, primary education consists of eight years made up of 4 years (1–4) of the first and (5–8) second cycle of primary school, two years (9 and 10) of the first cycle secondary education, two years (11 and 12) of second-cycle of secondary, and higher education or universities [ 25 , 52 ].…”

The Predicted Trainer and Training Environment Influence toward Vocational Training Effectiveness in Bahrain

“…Training has been termed as the backbone of countries' development (Baraki & Kemenade, 2013). It improves the people's and countries' socially and culturally to make them able to better perform morally and ethically in international and national affairs, related to and serving the nations (Jegede, 2000).…”

Positioning construction workers' vocational training of Guangdong in the global political-economic spectrum of skill formation

“…employer associations and trade unions in industrial training (Busemeyer and Trampusch, 2012; Clarke and Winch, 2007; Tan, 2003). Fourth, as the foundation of the quality assurance mechanisms of construction VET, QF defines knowledge, skills and competency underpinning occupational competence to provide a basis for the formulation of skills standards of specific trades (Brockmann et al , 2008a, b; Clarke et al , 2017; Méhaut and Winch, 2012), which, in principle, guide the design of curriculums, textbooks, training programs, assessment plans as well as the approach to accredit VET institutes (Baraki and Kemenade, 2013). In general, the framework asserts that the investigation of a construction VET system as well as the challenges it faces should consider its dynamic nature, which is driven by interactions between the political-economic environment, political stakeholders and quality assurance mechanisms.…”