Implementation of Competency Based Education through Blended Learning approach in TVET sector of Pakistan: Critical Analysis using Literature Review

Abstract

The teaching and learning process (TLP) has been reshaped in a timely manner as per need, for better understanding. Technical and Vocational Education & Training is one of the main sectors, delivering education and training simultaneously for the socio-economic development of every nation. The sector has been facing different types of challenges in different contexts. Competency Based Training and Assessment is one of the major domains, to maintain the demand and supply ratio of the market to cover the need. The normal delivery of TLP is interrupted when COVID – 19 pandemic situation occurs. To ensure the delivery of TLP in the situation blended approach was introduced to carry on the process without any disturbance, whereas the underdeveloped countries suffered from the pandemic, due to multiple issues. This research article covers the different scenario, and find out the gaps in the proposed conceptual framework that the disbalancing of developed and underdeveloped countries would be maintained. After finding, recommendations were also made that there is an acute need for online, offline, and face-to-face approaches for teaching and learning along with the transformation of Competency-Based Education (CBE) in the TVET sector of Pakistan to live, with sustainability and also for socio-economic development.

Development of Online and Offline Mixed Teaching Materials for Higher Vocational Education Under the Background of Internet

“…Students lack specific perceptual knowledge, sufficient professional judgment ability, and practical work ability, and their learning enthusiasm is not high. It is difficult to master basic accounting knowledge and practical accounting work skills (Ahmed et al, 2022).…”

Creating Inclusive Tvet Institutions for Hearing Impaired Students: Insights and Recommendations

“…Despite Pakistan's governmental commitment to inclusive education, the reality on the ground is far from ideal. In Pakistan, inclusive education methods in TVET institutions are inadequate to meet the different needs and ambitions of all learners, particularly those who are marginalised or disadvantaged (Ahmed, Alwi, & Akhtar, 2022;Pirzada, Muhammad, & Anis, 2020;UNESCO, 2013). A lack of awareness and understanding of inclusive education among TVET stakeholders, a lack of resources and infrastructure to support inclusive education, a lack of training and capacity building for TVET teachers and managers, a lack of monitoring and evaluation mechanisms for inclusive education, and a lack of coordination and collaboration between TVET institutions and other stakeholders are some of the major obstacles to the implementation of inclusive education in TVET institutions (Fatima, 2021;Pirzada, Muhammad, & Mahmood, 2022;Pirzada, Muhammad, & Masood, 2021).…”