Perception gaps on employable skills between technical and vocational education and training (TVET) teachers and students: the case of the garment sector in Ethiopia

Abstract

PurposeThis article focuses on the perception gaps between teachers and students of technical and vocational education and training (TVET) related to garment production and the reasons behind such gaps. Garment production is the priority sector for the Ethiopian government, which plans to make it the driver of export-oriented growth. At the same time, it is among the programs that demonstrate the lowest employment rates.Design/methodology/approachA questionnaire was developed by the authors. It was completed by 162 students and 53 teachers in garment-related programs of seven TVET colleges in Addis Ababa, the capital city of Ethiopia.FindingsThe findings show that while teachers tend to highlight the importance of practical skills, students desire broader coverage of practical and managerial skills and entrepreneurship. The expectations differ not only based on the person's recognition of labor market conditions but also by the conviction of the efficacy of the education and training system itself. Teachers tend to be persistent on conventional approaches of teaching, while the advanced training on new approaches based on the competency-based training (CBT) significantly impacts on their attitude. Meanwhile, students' perceptions are largely based on their job aspirations and motivations for schooling.Practical implicationsThe authors’ findings may serve to improve the relevance of the Ethiopian Occupation Standards.Originality/valueThe unique feature of this study is that the authors measure skills from multiple dimensions. While the authors examine participants' perceptions of occupation-specific skills, they also analyze the relationships of these perceptions with attitudinal and cognitive skills.

Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self‑determination theory

“…In recent years, the Ethiopia government has expanded access to VET institutions across the country, which has resulted in a substantial increment of enrollment, explicitly female students [ 50 – 52 ]; however, dropout is evident due to its opportunity cost [ 17 , 25 ]. As the country is under an effective strategy that aims to become a transformational middle-income country through the industry-led plan [ 21 , 25 , 53 – 55 ], it is evident that VET is the entire educational sector which contributes in producing competent workforce which gratifies the need of 21 st century technological equipped industries [ 19 , 52 , 56 ], through competent-based training [ 20 , 21 , 50 , 51 ]. According to the Ethiopian educational structure, primary education consists of eight years made up of 4 years (1–4) of the first and (5–8) second cycle of primary school, two years (9 and 10) of the first cycle secondary education, two years (11 and 12) of second-cycle of secondary, and higher education or universities [ 25 , 52 ].…”

“…According to the Ethiopian educational structure, primary education consists of eight years made up of 4 years (1–4) of the first and (5–8) second cycle of primary school, two years (9 and 10) of the first cycle secondary education, two years (11 and 12) of second-cycle of secondary, and higher education or universities [ 25 , 52 ]. As alike as China, Ethiopian students are expected to obtain the minimum of cutting-edge national examinations at secondary and preparatory education to join higher education or universities; else, VET institutions procure failed students in different vocational fields of study so that they can occupy the demand of workforce in the blue-collar job given by national and international enterprises [ 21 , 24 , 51 , 55 – 57 ], which spread the stereotype of being a VET college student as a failure in life [ 52 , 58 ], result demotivation [ 57 ]. Surprisingly, a prior study that examined second-cycle of secondary school (11 and 12) students’ perception of VET noted that most participants have a positive attitude towards VET [ 17 ].…”

TVET in The 21st Century: Exploring Multimedia Elements in Digital Teaching and Learning Based On Art Content

“…Using technology elements in TVET increases students' attention on a certain topic. Based on Yamada and Otchia (2021), the student's motivation is significantly influenced by the capacity of TVET instructors to capture their interest. This research may assist the teacher and learner with technological applications.…”

Assessing technical vocational education and training institutions’ curriculum in Kenya: What strategies can position the youth for employment?

“…Ensuring tutors have acquired training on the CBET program is crucial in preparing learners for employability. This is because various challenges have been associated with the CBET approach leading to a low transition from education to work, mainly due to minimal knowledge and insights on the type of curricula that can equip learners with skills needed in the world of work (Allais, 2020; Yamada & Otchia, 2020). Therefore, TVET institutions need to collaborate with other crucial stakeholders, such as the private sector, to foster vocational and entrepreneurship-led education that encompasses CBET components and develop other strategies.…”

“…Therefore, TVET institutions need to collaborate with other crucial stakeholders, such as the private sector, to foster vocational and entrepreneurship-led education that encompasses CBET components and develop other strategies. Some of these strategies could include revising teaching techniques, utilizing relevant modern materials in training, and ensuring teachers understand the labour demands so that they can equip students with the essential skills in the world of work (Boahin & Hofman, 2013; Southren, 2015; Yamada & Otchia, 2020).…”