UNIVERSITY OF THE WEST INDIES

Faculty of Humanities & Education

School of Education

PHILOSOPHICAL FOUNDATIONS OF TVET

AND WORK FORCE DEVELOPMENT (EDTV6000)

ASSIGNMENT #2

REVIEW 1

Name: Krystal Gayle-Fredankey

ID #: 620134079
 Literature Review

In the paper “Strategy to Revitalize Technical and Vocational Education and Training (TVET):

Management Perspectives”, published in 2012, by Dr.Suriana Binti Nasir at the Universiti Tun

Hussien Onn Malaysia (UTHM) Batu Pahat, Johor, Malaysia. The article will be summarized

and comments offered to highlight selected aspects of the article. The sole purpose is to review

some aspects of management perspectives for the promotion of employability of graduates and

allow for the transformation of Technical and Vocational Education and Training (TVET).

The paper is guided by Aristotle and the metaphysics philosophy as it relates to the desire

for knowledge and wisdom. The study was conducted through the use of an interaction analysis.

More concretely, its goal is to increase the amount of knowledge regarding effective

management and the approaches needed to revive the technical and vocational sector. The author

is intended to target individuals in authority such as government, in pursue of changing minds

and the education system towards the essential of TVET systems. The society which scorns

excellence in plumbing because plumbing is a humble activity and tolerates shoddiness in

philosophy because it is an exalted activity will have neither good plumbing nor good

philosophies. Neither its pipes nor its theories will hold water, (John Gardner 2009).

Naris (2012) highlights Technical and Vocational Education and Training (TVET) as

formal, non-formal and informal learning that prepare young people with the knowledge and

skills required in the world of work for productivity. TVET is said to be an effective and efficient

tool for empowerment, used for enabling youth and adults alike to escape poverty and contribute

to their community’s economic and social wellbeing Mohamad Sattar Rasul, Zool Hilmi

Mohamed Ashari & Norzaini Azman, (2015).

 The article reflects an important paradigm shift of recent years which places quality and

relevance of Technical and Vocational Education and Training (TVET) as its priority in recent

times. The world is facing a worsening youth employment crisis. In response, technical and

vocational education and training (TVET) is back on the development agenda after years of

neglect. (Tripney & Hombrados 2013)

A comparison of technical and vocational education training in the past and present was

evident in the article. The past primarily concentrated on skill work that consisted of hand on

hand activities with lesser academics emphasis. Nowadays TVET has transformed and focuses

more on employability and improvement components of its future graduates. With increasing

policy importance now placed on higher-order skills and their central role in the global

knowledge-based economy, comes a renewed focus on the potential to equip youths with the

abilities to seize available work opportunities, and, in turn, impact upon global poverty and

social stability (African Union 2007; King and Palmer 2010; Péano et al. 2008; United Nations

Educational, Scientific and Cultural Organization Scientific and Cultural

Organization 2010, 2012). 

This research is mainly based on a comprehensive and take a traditional narrative tactic to

synthesis. In respect, the revival of TVET in management is vital because of the numerous

benefits that it places on society and nation building. Two vital benefits that was mentioned is

that technical and vocational education training (TVET) serves as productivity growth and

development that is shaping the face of business through rapid innovation. Secondly, TVET

reduces poverty through comprehensive and productive activities. In support, following

frameworks for quality management adopted for TVET (Kemenade  e t

a l , 2009), the internal mechanisms are assumed, to be associated with TVET leadership;

management of TVET staff; policy and strategy; TVET resources; and management of TVET

processes.

Technical and vocational education and training (TVET) is a mean for economic and

social development. Much of the sector has contributed highly to the growth and development at

both individual and national level, despite of the challenges faced. None the less, the author

stated the following key issues that the proposed strategies would seek to address. These

strategies take account of, poor perception of TVET, linkage between vocational and general

education, gender stereotyping, instructor training and linkage between formal and non-formal

TVET. A review of all strategies will be further discussed.

Firstly the author identified what can be considered the basic principles of an effective

technical and vocational education and training (TVET) management system. A nation or

regional contextualized and tailored methodology to TVET is best as it authorities one to validate

expertise. The learning approach can be accustomed as it best fits the country or region. Addis

(2007) indicated that a modern and receptive TVET system has to embrace existing and

projected socioeconomic for it to be modern and receptive.

Nasir recognizes that relevance of the labor market that market-driven training requires

collaboration and coordination with employers to determine the educational and training needs in

order to satisfy unmet demand. An effective technical and vocational education and training

structure within a country is imperative to the growth and success of the economy. To this end, a

responsive structure will comprise techniques to analysis employers to gather labor market

information. Education and training of a country must to have reliable labor market information,

demands and employers need; particularly in priority trades and occupations to ensure an

effective TVET system. Technical and vocational training is significant is important as it

enriches a person for life and it provides the competences which are necessary in a democratic

society, (Taybo 2013).

Access for trainees requires the needs to ensure vicinity, access and affordability of institute

training faculties to serve all ages of students and be able to customize training. Quality of

delivery plays another significant role in the learning process, assessment and qualification

which is vital to ensure trust of stakeholders. Quality assurance in TVET refers to planned and

systematic processes designed to raise user confidence in the linking training to certification

requires a uniform framework based on education services, the outcomes achieved and the

qualification granted (Bateman et al., 2009). Quality assurance for technical and vocational

education and training (TVET) is currently quite a prominent area in the Caribbean because of

the expansion of the global marketplace and the need to provide training of comparable standards

to those obtained in the developed world (Morris 2013).

Uniformity in terms of consistent and systemic training, lending credibility of course was

also outlined. The author outline the necessity to have similar training at the national and

regional level. Adopting standardization promote the country workforce to become more

competitive globally. It also gives each student equivalent opportunity whether they are from

urban or rural communities. By adopting TVET at a national or regional level allows for use of

economies and steadiness when training trainers.

Many nations across the world are looking to implement strategies that improve both the

employment predictions of workers and the output of enterprises. This paper recognizes the vital

point that is placed on the inclusion of soft skills which forms a solid basis of core skills. Quality,

skills development in TVET has a demand for quality and are potentially among the most

essential tools for preparing young people with the experience and skills they will need.
Consequently, soft skills are assuming increased importance and significance in the TVET and

skills sectors. The abilities to listen and communicate effectively; to think creatively; to solve

problems; to interact with co-workers; to work in teams or groups; and to lead effectively, as

well as follow supervision are soft skills are what employers want in their organizations.

Finally, the principle integral in a prosperous TVET system is funding for the system which

must to be secure and uninterrupted. The government has a major role to play as it relates to the

continual support through funding for these systems. Funding for TVET programmes sometimes

comes from private entities which gives the initial startup capital over a short time period.

Therefore the need of continual funding from government for further development of programs

which creates a more uniformed approach.

In conclusion, governments play a critical role in ensuring investments are readily available

and establish funding mechanisms to pay for the TVET system and any supportive infrastructure.

When government finances vocational training it can coordinate the requirements in harmony

with the demand projected and meet supply. The creation of proper vocational training systems

with appropriate regulation and laws to help the development of programs. There has to a need

for equal opportunities of training for those who are unable to pay costs of their training and to

establish a framework for uniform standards, and encourage or incentivize employer

involvement. Without accurate funding provided by government or private entities, even the

greatest TVET system will not be sustained in a fashion that supports business and growth in the

country. The success to the system cannot be approached as a one size fit all situation adapted by

all countries. However, different aspects and variations can be used from a variety of TVET

systems to form an appropriate system for success.

 References

Addis, D, Wong, T & Schacter, DL. (2007). Remembering the past and imagining the future:

common and distinct neural substrates during event construction and elaboration.

Retrieved from: https://www.ncbi.nlm.nih.gov/pubmed/17126370

Everard, K & Teun, H. (2019). Twenty-first century Total Quality Management: the Emergence

Paradigm. The TQM Journal. Retrieved from:

https://www.emerald.com/insight/content/doi/10.1108/TQM-04-2018-0045/full/html

Hombrados & Tripney, (2009). Technical and vocational education and training (TVET) for

young people in low- and middle income countries: a systematic review and meta-

analysis. Retrieved from: file:///C:/Users/Mc/Downloads/technical-and-vocational-

education-and-training-tvet-for-young-people-in-low-and-middle-income-countries-a-

systematic-review-and-meta-analysis.pdf

Mohamad, R, Zool, A &, Norzaini, A. (2015). Transforming TVET in Malaysia: Harmonizing

the Governance Structure in a Multiple Stakeholder. Retrieved from:

https://www.academia.edu/11858068/Transforming_TVET_in_Malaysia_Harmonizing_t

he_Governance_Structure_in_a_Multiple_Stakeholder_Setting

Morris, H. (2013). Revisiting Quality Assurance for Technical and Vocational Education and

Training (Tvet) In the Caribbean. Caribbean Curriculum Vol. 21, 2013, 121-148.

Retrieved from:

http://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/39014/Revisiting%20Quality

%20Assurance%20Morris.pdf?sequence=1
UNESCO-UNEVOC. (2012). Transforming TVET from idea to action. International Centre for

Technical and Vocational Education and Training. Retrieved from:

https://unevoc.unesco.org/fileadmin/user_upload/docs/Transforming_TVET_From_idea_

to_action.pdf