TVET Trainers Understanding of Engaging Instruction: Supportive Learning Environment for Work Integrated Learning

Abstract

The purpose of this study is to explore TVET trainers’ understanding of engaging instruction with relevance to ensuring a supportive learning environment that could lead to effective work-integrated learning. Participants’ engagement in the training process that wholly prepares them for real-life work scenarios is always a challenging task for trainers. The existing gaps in theory and practice highlight the significance of the research study. Both the trainees and the trainers are usually not content with the learning environment and the final training outcomes to match their work requirements. This research identifies the trainer’s understanding of engaging instruction under three main themes: supportive learning environment, work-integrated learning, and expected competencies of trainers. Purposive sampling was used to collect data from 21 TVET trainers. All participants are actively working in TVET institutes. The qualitative data analysis technique is applied as a data collection strategy to explore participants' views, opinions, practices, challenges, preferences, and lived experiences. The data analysis revealed that most trainers believe training participants require a conducive environment to enrich their learning experiences. Most participants have also emphasised achieving the work-integrated learning outcomes by applying the KSA (Knowledge, Skills and Attitude) approach. The findings have been discussed from various perspectives, and some suggestions based on results have been put forward, including a further focus on appropriate training strategies. 
 Keywords: Supportive learning environment, work-integrated learning, engaging instructions; trainers’ competencies, TVET

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

“…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). These obstacles impede TVET institutions from offering excellent and accessible skills training for all learners, hence limiting their contribution to achieving SDG 4 (Pirzada, Muhammad, & Ahmed, 2021).…”

Becoming an Effective Classroom Manager: Preservice Teachers’ Perceptions of their Classroom Management Education and Self-Efficacy Beliefs

“…When children are out on the playground, they play as teams, which helps them develop strong collaboration skills and hone their skills as sportsmen. The same cannot be said about the classroom unless it is not something the students enjoy; they will be compelled to attend class and not be there based on their own will (Pirzada, Muhammad, & Ahmed, 2021;Pirzada, Muhammad, & Masood, 2021;Pirzada, Muhammad, & Zaka, 2021).…”

Assessing the Effect of Ojt Training Quality Factors on Tvet Students’ Satisfaction in Preparing for Employment in Oman

“…Furthermore, the Technical and Education training programmes in the Gulf countries show poor results in graduate unemployment and present great challenges to their Governments (Belwal et al, 2015;Belwal et al, 2017;UN-ESCWA, 2020;Al Hinai, 2021) and is due to lack of quality of regional education systems, adequate investment to meet new requirements and provide appropriate training programmes to young graduates (Forstenlechner & Rutledge, 2010;Barnett, 2015;UN-ESCWA, 2020;Schnitzler, 2021). Hence, the gap between the needs and wants of the private sector in Oman and the abilities of training facilitators is compounded by the lack of VET system development in general (Al Kindi, 2007;Belwal et al, 2015;Belwal et al, 2017;UN-ESCWA, 2020;Pirzada, 2022). Although the infrastructure and facilities are claimed to be aligned with most of the developed countries, however, a professional approach to their to best use is lacking and so the learning engagement (Baporikar, 2012;Hewett & Bish, 2019;Shrestha, 2021;Pirzada, 2022).…”

“…Hence, the gap between the needs and wants of the private sector in Oman and the abilities of training facilitators is compounded by the lack of VET system development in general (Al Kindi, 2007;Belwal et al, 2015;Belwal et al, 2017;UN-ESCWA, 2020;Pirzada, 2022). Although the infrastructure and facilities are claimed to be aligned with most of the developed countries, however, a professional approach to their to best use is lacking and so the learning engagement (Baporikar, 2012;Hewett & Bish, 2019;Shrestha, 2021;Pirzada, 2022).…”