Administrator’s Role in

implementing TVET programs

Presenter: Krystal Gayle-Fredankey

Date: November 12, 2019
Lecturer: Professor Morris
 Aim
 What is TVET

 Who are TVET administrators

 The roles of technical and vocational education administrators

 Examine technical and vocational education and training (TVET) has it cements its
place in general education

 TVET benefits to be derived from the integration of general education and TVET

 Challenges that administrators of TVET programs experience in changing the

philosophical perceptions of TVET and workforce development
 Introduction
 Technical and vocational education and training’ (TVET) is understood as comprising
education, training and skills development relating to a wide range of occupational
fields, production, services and livelihoods.  (UNESCO (GC) 2015, UN

 Used as a comprehensive term referring to those aspects of the educational process

involving in addition to general education, the study of technologies and related
sciences, and the acquisition of practical skill, attitudes, understanding and knowledge
relating to occupations in various sectors of economic and social life (UNESCO,
2002).
3Hs of TVET

Development of
the head

Training of the
hand

Enriching the
Heart
Who are Administrators?
 Who are Administrators

 Provide direction and influence in order to achieve the school’s goals,

and most particularly those related to improving learning and
strengthening teaching.

 There interests vary in complexity and degree and apart of a very

important role in the implementing of the curriculum because it affects
them directly or indirectly.
 Technical Industry
schools and experts
colleges leaders
Head of
departments
Team
managers
Principals
ADMINISTRATOR
Training S
coordinators
Vice principals
Technical
training
centers
Human vocational
directors
resource institutes
managers and other
public TVET
providers
Administrator’s role in implementing TVET
programs
 Role of Administrator’s

 Develop, implement, and evaluate TVET programs within the

school.
 Embrace the extremely important role of ensuring the system is
operating effectively and efficiently.
 Ensure all schools, teachers, counselors, are collaborating
towards a common goal while improving standards and
opportunities.
 Role of Administrator’s

 Remove obstacles that separate technical and vocational education from

general education.

 Examine the emerging issues and promote best practices and approaches in
TVET Educators’ development.

 It does not include those persons who may carry out educational leadership
functions, but do not hold formal positions of authority in a school (e.g. a
regular teacher, or an educational leader at the regional level).’ (OECD, 2006,
p. 4).
 Role of Administrator’s

 Responsible to work with teachers in changing their philosophy

 A facilitator, communicator and guide with administrator responsibilities

of introducing and cultivating the process and clarifying the expectations
of the integration.

 Provide ICT equipment’s and resources to improve how teachers deliver

the TVET curriculum.
Management Areas of Competence

Marketing
Research

Training and Quality Assurance

Development and Management

Supervisory Organizational
Leadership Behavior
Philosophical Foundation
 Philosophical Foundation
 Pragmatism – education should be about life and growth.

 Teacher should teach students things that are practical for life and grow
into better people.

 Education should be practical in the same way TVET teaches practical

life skills and applies to the real world.

 Pragmatism has pointed to learning as an integral part of human

interaction with and transformation of their surroundings - including
the workplace (Dewy 1925; Elkjaer 2005)
 Philosophical Foundation
 Existentialism: The basic theory is that man is a unique and isolated
individual in a meaningless or hostile world, responsible for his own actions
and free to choose his destiny (fate).

 Ones the essence of the individual is proved, and then he/she encounters with
freedom of existence and has the right to choose among many options
provided to him/her.

 The socialism period (between the years of 1974 and 1991) widespread of
TVET for increasing employment and self employment.
 Philosophical Foundation
 For curriculum developers, an understanding of attitude is essential in order to
make useful to be understood statements about experiences which are to be
passed on to future generations.

 Indeed, the principal area of influence in the curriculum is found in the way
curriculum developers handled philosophical issues. When we talk about
curriculum development it is a long- term activity, which involves politicians,
government authorities, practitioners; textbook writers, supervisions, school
directors and teachers (curriculum development issues in vocational education
course module 2013).
TVET Administrators in General Education
 TVET Administrators in General Education
 Principals, vice-principal and administrators have the responsibility to
work with teachers in changing their philosophy and behavior towards the
relationship between TVET and general or liberal education.

 Second-order change requires people not just to do old things differently,

but also to change their outlooks and their belief systems. Marzano,
Waters & McNulty, 2005, Evans, 2001.
 TVET Administrators in General Education

 Change will depend on the motivations and capacities of leadership

which is required to implement TVET programs.

 School administrators must demonstrate an attitude and enforce their

leadership role in promoting reform because of the realized value and
worth of TVET.
Benefits of Effective Administrators
 Benefits of Effective Administrators
 Creating a major positive impact on the perception of individuals and the
workforce.

 Exist as part of a system of lifelong learning adapted to the needs of each

particular country and to worldwide technological development.

 Programs ensures that they offer students the skills, knowledge, attitudes,
habits and values that are in demand in the society, and which
consequently will contribute to the nation’s productivity goals.
 Benefits of Effective Administrators

 Help students to be well rounded citizens and acquire skills to support their
economic needs and the needs of society on a global, regional and local
platform.

 Prepare individuals for the initial entry into employment, for a vocation or
a specialized occupation and so is directly linked with a workforce
productivity and competitiveness.

 Prevention of unhealthy behavior, such as smoking, alcohol, sex or drug

addiction, and reduces the incidence of delinquency.
Challenges for administrators in implementing TVET programs

 Challenges in the education system due to rapid globalization, information

and communication technology (ICT), continuous demand for knowledge,
need for improved economy and information.

 Instructors, administrators, trainers, teachers are posed with problems on

how to use new technology and keep up with teaching methods of various
vocational training.

 Lack of training opportunities and desired possibilities for advancement.

Challenges for administrators in implementing TVET
programs
 When teachers are sent to training programs, administrator realized that these
programs are linked to basic levels and no feedback is provided.

 Some TVET teachers’ perception negatively influence their motivation to

teach and their attitudes towards their profession

 Administrator are also still having challenges in integrating TVET in general

education due to person’s perception

 Funding towards TVET is sometimes nonexistence

 Conclusion
 For proper advancement of TVET programs administrator’s needs to see themselves

as agents of change for the next generation

 Realize the changing role of TVET educators and not just see themselves as merely

content givers but facilitators, mentors, managers and coaches

 Has become more demanding because of the changes brought about by technological

advances in society and the range workforce occupational opportunities

 ith planned education and training merged with excellent leadership, the societal

goals will be accomplished

 Reference
 UNESCO, 2015. Technical and vocational education and training (TVET). United Nation.
Education, Scientific and Cultural Organization.

 LSIS, 2009. Foundation Learning and the learner journey. A guide for colleges and learning
providers.

 Mulford, B. 2003. School Leaders: Changing Roles and Impact on Teacher and School
Effectiveness. Faculty of Education University of Tasmania, OCDE.

 Pont, B, Nusche, D & Moorman, H. 2006. Improving School Leadership. VOLUME 1: POLICY
AND PRACTICE. Retrieved from: https://www.oecd.org/education/school/44374889.pdf

 Schon, D.1983. Learning, Reflection and Change. Retrieved

from:http://infed.org/mobi/donald-schon-learning-reflection-change/