Fostering Digital Inclusion in TVET Teacher Training: Insights from Quadruple Helix Innovation Model

Abstract

The use of Information and Communication Technology (ICT, hereafter) has permeated almost every facet of human endeavours. In recent times, the world has seen the massive deployment of diverse technologies to facilitate work processes, and this is the thriving strength of the fourth industrial revolution (4IR). Besides, the recent outbreak of the Coronavirus (COVID-19) pandemic exacerbated the situation, as this has led to the discovery of some new technologies in the delivery of goods and services across all sectors, with education as a major beneficiary. However, some educational institutions, Technical and Vocational Education and Training Colleges (TVET, hereafter) inclusive, especially in developing countries remained closed during the lockdown period due to lack of capacity and infrastructure. Hence, this paper taps into the affordances of the multi-stakeholder collaborations framework of the Quadruple Helix Innovation Model to review published articles, policy documents and conference papers among others on possible ways to foster digital inclusion in TVET. Highlights from the review point to the following benefits of multi-stakeholder partnerships namely, collaborative designing and creation of digital policy, access to digital resources and infrastructure, and increased affordability and sustainability of digital inclusion of training programmes. Thus, it was concluded that these highlighted benefits resulting from such collaboration can be translated into the planning and implementation of digital inclusion in TVET. Keywords: Digital inclusion; Quadruple Helix Innovation Model; Teacher Training; TVET

Technology Integration in Technical and Vocational Education and Training (TVET): The Role of the Art Teacher

“…According to available literature, the extent to which TVET teachers master and apply technological tools in the classroom has an influence on how much they can incorporate technology into a TVET course. (Mudau, Patience.K., & Van Wyk, 2021;Legg-Jack and Ndebele, 2022;Mohammad Yunus and Mohamad, 2022;Shahroni, Mingha, and Mustakim, 2022). Thus, it is crucial for TVET teachers to be up to date with modern technology tools to effectively impart the necessary knowledge and skills to students.…”

Technology Acceptance and Employability in TVET Graduates

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In the quickly changing digital landscape, integrating technology into Technical and Vocational Education and Training (TVET) curricula (Yasak & Alias, 2015) has become increasingly important (Saud et al, 2011). The acceptance and incorporation of technology into TVET programs has emerged as a crucial factor of educational quality and workforce preparedness in a time of fast technological innovation (Legg-Jack & Ndebele, 2023).This study examines the crucial connection between employability, acquiring digital skills, and embracing technology in the context of technical and vocational education and training (TVET). The ability of TVET graduates to embrace and utilize digital technology substantially in uence their prospects in the job market in a world marked by rapids technical breakthroughs (Joseph, 2020).

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“…In the quickly changing digital landscape, integrating technology into Technical and Vocational Education and Training (TVET) curricula (Yasak & Alias, 2015) has become increasingly important (Saud et al, 2011). The acceptance and incorporation of technology into TVET programs has emerged as a crucial factor of educational quality and workforce preparedness in a time of fast technological innovation (Legg-Jack & Ndebele, 2023).…”