TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia
Yadessa Tolossa Woyessa,
Akwasi Arko-Achemfuor
Issue:
Volume 7, Issue 2, December 2021
Pages:
41-49
Received:
10 July 2021
Accepted:
30 July 2021
Published:
5 August 2021
Abstract: The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the country labour force meeting needs of the labour market, to enable people contribute to sustainable social, economic, environment and industrial development. Ethiopia has implemented the outcome-based Technical and Vocational Education and Training system since 2007. The Ethiopian outcome-based TVET system is a training delivery approach in which the labour market demand is identified and Occupational Standards (OS) are developed by industry and then the curriculum is developed based on the OS developed. Both the Ethiopian occupational standard (EOS) and the Technical and Vocational Education and Training (TVET) curriculum derived from the OS have similar architectural structural mapping. The main objective of this article was to assess how the TVET curriculum mapping in the case of the building construction fields in Ethiopia responds to labour market demand. The main data gathering instruments used in the study were interviews and document analysis. The interviews were held with the TVET stakeholders such as the Federal and Regional TVET curriculum development officials, the TVET college principals, the HoDs and TVET trainers. The documents that were reviewed included the Ethiopian National TVET Strategy and other TVET working documents such as the Ethiopian Occupational Standard and the TVET Curriculum Development manuals as well as other literature related to the study. It is found out that the curricula of building construction fields are the direct and one-to-one conversion of their respective Occupational Standards. The findings again revealed that the general TVET curriculum mapping of the building construction fields have not addressed the country’s labour market demand and training needs. As a result of this, it was noted that the participants were not comfortable with the curriculum mapping of building construction fields laid by the Ethiopian TVET Authority. The paper concludes that the TVET curriculum should not necessarily have been the direct mirror and reflection of its OS when curriculum mapping was designed as it does not reflect the real societal and training needs of students.
Abstract: The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the country labour force meeting needs of the labour market, to enable people contribute to sustainable social, economic, environment and industrial development. Ethiopia has implemented the outcome-based Technical and Vocational Education and Training syste...
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An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda
Aidah Trevelynn Nganda,
Francis Kirimi,
Salome Nyambura
Issue:
Volume 7, Issue 2, December 2021
Pages:
50-57
Received:
20 July 2021
Accepted:
6 August 2021
Published:
13 August 2021
Abstract: The realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored funding avenues in TVET that promote gender equity of students in TVET institutes in Uganda. A descriptive survey design with quantitative and qualitative approaches was used to collect, analyse and present study findings. 260 informants including institutional leaders, instructors, students, district leaders, ministry officials, and civil society gender advocates participated in this study. Purposive, convenient, and stratified random sampling techniques were used in selecting the study informants. Questionnaire and interview guides were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences (SPSS) software version 21 for analysis. Percentage, mean, and standard deviations were used to present the quantitative data. Thematic method and verbatim reporting were used to analyse and present qualitative data respectively. The results revealed that: privatisation of TVET access, increasing TVET budgets, timely and adequate government grants, timely and adequate staff remunerations, bursaries and scholarships, public-private partnerships, affirmative strategies, and boosting parents’ income, promote gender equity of students. The study recommended that supportive loan schemes for TVET students be instated, capital grants per student need to be increased, with a slightly higher amount for females to meet their sanitary needs, capital grants to TVET institutes should be dispatched before the start of new terms/semesters, incorporation of the gender lens in the allocation of bursaries and scholarships, encouraging policy formulation and memoranda of understanding between institutes and industries, building linkages with other institutions and seeking donor funding from organisations.
Abstract: The realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored ...
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Content Validation of Questionnaire on Social Perception of Access to Higher Education
Karla Torres Fernandez,
Annia Almeyda Vazquez,
Solanch Garcia Contino
Issue:
Volume 7, Issue 2, December 2021
Pages:
58-66
Received:
2 May 2021
Accepted:
7 June 2021
Published:
10 November 2021
Abstract: This paper aims at determining the criteria from a group of experts regarding content validity of a questionnaire exploring social perception of access to higher education. It is part of the “Professional training and development” research line, developed at the Faculty of Psychology of the University of Havana. Its direct methodological background is the thesis for specialization on opinion polls developed by B.A. Solanch Garcia Contino, where the process of preparation and validation of the questionnaire began. This process responds to the need for creating a tool for approaching inequality in access to higher education (which has been widely addressed in literature) from the students’ perspective. We used quantitative methodology and statistics for data processing, and the main technique is the Delphi method. The sample of experts was made up of seven professionals with high expertise on access to higher education. As key results of our research, we have that comments from the panel experts were, as a trend, positive; nevertheless, experts’ criteria did not reach consensus as to the content validity of the questionnaire on social perception of access to higher education. Accordingly, we made —taking into consideration the comments and recommendations of experts— some changes to the questionnaire, in order to present it in a second round of evaluations.
Abstract: This paper aims at determining the criteria from a group of experts regarding content validity of a questionnaire exploring social perception of access to higher education. It is part of the “Professional training and development” research line, developed at the Faculty of Psychology of the University of Havana. Its direct methodological background...
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