Incorporating Competency-Based Training into Traditional Training for improving Skill Acquisition and Self-Employability

Abstract

Technical Training is one of the most important tools in ensuring that learners in technical and vocational education and training institutions achieve a higher success rate as they acquire skills and become self-employed as a result of this specialized training. There is no doubt that technical and vocational education is not only an integral part of secondary and post-secondary education, but it is also one of the most influential aspects of preparing individuals for their careers. 230 complete questionnaires were finalized out of 280 TVET students who participated in the survey and were analyzed using SPSS ver. 20 and SMART PLS in order to examine the validity and reliability of the constructs. Based on the results of the study, traditional training has a positive correlation with skill acquisition and self-employability. Skills acquisition and competency-based training are positively correlated. Similarly, competency-based training has a positive association with self-employability. Moreover, there is a significant moderating impact of TVET Learner's Satisfaction on the relationship between traditional training and self- employability, as well as between competency-based training and self-employability. Practically, this research and the results will lead TVET institutions and students to focus more on skill-learning and re-energize their motivation and well-being, which will play a significant role in their success.

Digital competence development in TVET with a competency-based whole-institution approach

“…CBE's priority in mastery of competencies aligned with real-world needs makes it particularly suited for TVET's focus on developing TVET learners' vocational and technical skills for employability, and developing TVET practitioners' digital capacities for ensuring quality education. [41][42][43][44][45][46][47][48][49][50][51][52][53][54][55] The whole-institution approach, a concept from ESD, places emphasis on a shared vision, collaborative planning, and coordinated actions to achieve the common goal for sustainability, [57,58] which could also be innovatively used to serve the common goal of digital competence development. It is a significant theoretical innovation that this study, dedicated to investigating digital competency development in TVET, is grounded in the theoretical perspectives of CBE and a whole-institution approach.…”

“…[41,42] In the US, competency is perceived differently from cognitive perspective without emphasizing the actual output, but still keeping the same essence by emphasizing the potential of achieving some performance. [43] Moreover, studies on CBE argue that this approach enables learners to progress through a program by demonstrating proficiency in specific competencies aligned with industry standards, [44,45] and by developing transferable skills across various settings in authentic contexts. [46] Ultimately, CBE aims to bridge the gap between education and the competence demands of the real-world workplace, which is the very commitment of TVET that focuses on learners' technical and vocational competencies.…”