Further Training Needs for TVET Trainers: Lessons from a National Survey on Rwandan TVET Trainers’ Instructional Competencies

A Case Study for Technical and Vocational Education and Training Professional Development Training in Untact Era: Focusing on Official Development Assistance Project in Botswana

“…Despite a huge investment in infrastructure and policy reforms for TVET, access has insufficiently increased and skills gaps and mismatches are still considered major issues. Monitoring and evaluating overall performance of the TVET system, in particular with regard to impact, has not been developed (Kim et al, 2019;Woo et al, 218). There is a paucity of data, resulting from no integrated data collection or management information system for TVET, which would lead to poor information for management decisions.…”

“…Technical and vocational education and training (TVET) is an important sector in the ODA project that can promote self-directed and sustainable development by strengthening human resources in developing countries (Kim, Shin, Woo, & Kim, 2019). Due to the influence of the pandemic, the need to strengthen the quality of the TVET sector has been increasing to respond to the surge in unemployment and changes in demand in the labour market (Blustein, Duffy, Ferreira, Cohen-Scali, Cinamon, & Allan, 2020;Jain, Budlender, Zizzamia, & Bassier, 2020).…”

A case study of a Turkish vocational high school, and the challenges for teachers

“…On the other hand, the fact that this need was not a priority for the teachers who give the vocational lessons can be explained by the fact that these lessons are practical and the students participate in more lessons. At that point, vocational high school teachers should use innovative teaching methods (e.g., Abdullah et al 2019;Kim et al 2019), and especially young teachers should learn to combine theory and practice (Spöttll 2009). Finally, 'following the technological developments' was another prominent professional development need of the teachers, especially those who give the vocational courses as they wanted to integrate the concepts such as Digital Transformation and Industry 4.0 into their teaching, yet had infrastructural problems such as access to the Internet.…”

Trainee Characteristics Affecting Training Transfer Among the TVET Instructors

“…In technical vocational education and training (TVET), training has the key role in fulfilling the competency needs at school level effectively leading to employment (Bhattarai, 2020;Woo et al, 2018). Trained teachers are considered as the key resource for better teaching and learning and are termed as the agents of the change and knowledge society (Majumdar, 2011) and the quality of TVET trainers has been closely associated with the quality of TVET system (Kim et al, 2019). Machado and Cury (2009) claim that training and development for TVET teachers is imperative to meet the objectives of education.…”