Getting there from here: a literature review on vocational education and training reform implementation

Caves, Katherine M.; Baumann, Severin; Renold, Ursula

doi:10.1080/13636820.2019.1698643

Cited by 22 publications

(31 citation statements)

References 33 publications

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“…It is not comprehensive-especially in the area of TVET financing-and not in-depth. We do not deal with implementation, and indeed TVET reform implementation of recommended TVET reforms in general is a blind spot in the literature (see Caves & Baumann, 2018).…”

Section: Discussionmentioning

confidence: 99%

Goal-Setting for TVET Reform: A Framework for Identifying the Ideal System in Nepal

Caves

Renold

2019

J Educ & Res

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Technical and vocational education and training (TVET) is a critical part of Nepal’s education system, both now and as the country continues to develop. The system has an opportunity to revise itself under the Constitution of Nepal (2015), which is implementing a new federal system of government. This paper identifies the best model for TVET in Nepal, based on the principles of permeability, quality, good governance, and education-employment linkage. Although the first two characteristics are well established, the latter two depend on local preferences. Based on a survey of TVET stakeholders in Nepal, we determine that a coordinated input-oriented governance model is best for Nepal. Through document analysis of the country’s TVET legal framework, we find that an occupation-driven style of education-employment linkage is the best fit. Both of these characteristics fit the country’s goals, but not necessarily its current situation, so the TVET system will have to change as it adapts to Nepal’s new Constitution.

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Section: Discussionmentioning

confidence: 99%

Goal-Setting for TVET Reform: A Framework for Identifying the Ideal System in Nepal

Caves

Renold

2019

J Educ & Res

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“…The engagement of TVET stakeholders must focus on the goals of technological development to ensure that TVET curricula and qualifications are in line with TVET objectives for socio-economic development. From the studies on TVET educational reforms in European, American and Asian countries, it is justified that successful TVET QA frameworks of a country are based on developing quality standards for knowledge, skills and competence of the graduates [19]. This could be achieved through upgrading occupational standards and educational standards, modern demand-driven curricula, the competencies of the teachers, satisfying labor market demands and the skills needed for sustainability.…”

Section: Qa Framework Reform In the Context Of Tvetmentioning

confidence: 99%

“…However, due to insufficient funding, most TVET frameworks are unable to produce a professional skilled workforce for socio-economic development [18]. Therefore, this study intends to be a comparative study to reveal a functional quality assurance framework in TVET systems for skills development which could be emulated by other countries [19]. In addition, the study will help TVET stakeholders develop an effective, relevant, and equitable quality assurance framework for their country's context, and to that end, the study will compare the quality frameworks of TVET systems in Nigeria, Malaysia, and the United Kingdom.…”

Section: Introductionmentioning

confidence: 99%

Quality Assurance Framework in Technical and Vocational Education and Training: A Comparative Study of Nigeria, Malaysia and UK

John¹,

Yusri²

2021

ujer

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This study aims to compare the technical vocational education and training quality assurance framework of Nigeria, Malaysia and the United Kingdom. The study adopted a qualitative method document analysis to elicit information to compare quality assurance frameworks of Nigeria, Malaysia and the United Kingdom in the context of the technical vocational education and training systems. The study revealed current practices of quality assurance frameworks of Nigeria, Malaysia and the United Kingdom. The framework's emphasis on appropriately skilled workforce needed for socio-economic development and sets a benchmark for consistency to promote trust. The study also revealed similarities as a commitment to evidence-based decision making for continuous quality improvement while the difference in quality assurance frameworks of Nigeria and Malaysia is revealed based on the government-led approach and the United Kingdom operates based on a unitary approach. The study also revealed suitable quality assurance framework components as follows: integrated planning, integrated reviewing and management. This study discussed reforms needed of quality assurance framework in technical vocational education and training system and suggested that Nigerian government needed to encourage her technical vocational education and training system for the desired objectives through quality assurance framework.

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“…Schwendimann et al, 2018), but issues relating to research methods were not principally addressed, thus highlighting an important research gap. (3) None of the studies examined were meta-analyses, even though two scoping reviews did at least veer in this direction (Caves et al, 2019;Tonhäuser & Büker, 2016). The purpose of meta-analyses, i.e.…”

Section: Overviewmentioning

confidence: 99%

Umbrella review: Methodological review of reviews published in peer-reviewed journals with a substantial focus on vocational education and training research

Gessler

Siemer

2020

IJRVET

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Purpose: The growing public interest in vocational education and training (VET), most recently since the economic crisis of 2007/2008, has led to an exponential increase in articles with a vocational focus, underscoring the need for review studies for the purposes of systematic knowledge aggregation, clarification and interpretation. We assume that review studies follow the same minimum standards as other research methods: The review must be at least reproducible and thus the results verifiable or falsifiable. So far, however, the review methods used in VET research have not been investigated. Our purpose is to review the review procedures and methods used in published reviews of VET research to identify their current methodological quality. Approach: To classify the review studies, we initially developed a conceptual framework to distinguish different types of reviews. We then developed a methodological framework to assess the review methods used. Overall, to accelerate the review process, our review of reviews (or umbrella review) followed the rapid review approach: we limited our search to reviews in English published between 2014 and 2019 in peer-reviewed journals with a sub-stantial VET focus and indexed in Scopus and/or Web of Science. Therefore, we did not examine all existing reviews in the field of VET research. Rather, our specific focus was on a core sector of scientific research: peer-reviewed articles in curated databases. Furthermore, we concentrated on the review procedures and methods used, not on the content of the reviews. Findings: We identified nine journals with a substantial VET focus, yielding a total of 1,283 published articles between 2014 and 2019, of which only 19 articles (1.48%) were literature reviews. Of these 19 reviews, six were excluded from our umbrella review because of unclear methodological procedures. Based on the review typology we developed, five of the remaining 13 reviews were conceptual in nature, four were scoping reviews, three were evidence-oriented, and one was critical in nature. None of the reviews examined focused on meta-syntheses, research methods or meta-analyses. In total, this resulted in current review gaps with respect to theory generation (meta-synthesis), practice of theory elaboration and testing (methodological review) and the determination of overall effects across single studies (meta-analysis). Finally, our examination of the reviews showed that their scope was mostly clearly presented. However, with regard to the process steps ‘data selection’ and ‘data processing’, only a few reviews fully met the requirements of the methodological framework.Conclusion: Our review leads to four conclusions. 1) More systematic syntheses are needed because there is a substantial quantitative gap in review research. 2) In particular, there is a need for review studies with a focus on meta-synthesis, research methods and meta-analysis, as there is a current gap in these areas. 3) Reviews should be based on a review methodology with transparent and reproducible methods and verifiable or falsifiable results. The high number of subjective syntheses with unclear review procedures indicates that this mindset is not yet fully established in the field of VET research. 4) In the studies examined, there is a high degree of heterogeneity regarding to the accuracy and completeness of the methodological steps and data. The conceptual and methodological frameworks developed for the analysis can serve as guidelines for the conduct of reviews, and thus, the frameworks could contribute to the further development of the methodological basis of reviews.

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Getting there from here: a literature review on vocational education and training reform implementation

Cited by 22 publications

References 33 publications

Goal-Setting for TVET Reform: A Framework for Identifying the Ideal System in Nepal

Goal-Setting for TVET Reform: A Framework for Identifying the Ideal System in Nepal

Quality Assurance Framework in Technical and Vocational Education and Training: A Comparative Study of Nigeria, Malaysia and UK

Umbrella review: Methodological review of reviews published in peer-reviewed journals with a substantial focus on vocational education and training research

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