Literature Review 1 RUNNING HEAD: POST TERTIARY STUDENTS PERCEPTION OF THE ECONOMIC BENEFITS OF TVET EDUCATION.

TVETs impact on selected secondary school students academic performance By Crystal-Gail Clue -0703470 Kelly-Ann Small -0601986 Gavin DeRizzio -0706046 Deron Grant -0401125 Janelle HansonShezre Spooner- 0503549 A research paper submitted in partial fulfillment of the requirements for Research Methodology

Faculty of Education and Liberal Studies

March 4, 2010

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Post tertiary students perception of the economic benefits of TVET education. Abstract This paper seeks to identify economical benefits of TVET education and post tertiary students perception as it relates to the economical benefits that are allotted as a result of TVET education. It also seeks to find ways in which Technical and Vocational Education impact students and the society at large. It further aids to outline how students will benefit from Technical and vocational education at the both the regional level and beyond. This review also explains how previous researchers views on TVET education is relevant to both the learner and to the wider community by emphasizing not only the impact it can have on students performance but also the skills and training that will be allotted to students, the skills required to solve real world problems. Introduction The aim of this literature review is to emphasize the importance of Technical and Vocational Education within todays society and the impact it have on the development and establishment of varying industries. The primary aim of all technical and vocational education and training (TVET) programmes is the achievement of applicable knowledge, practical skills and attitudes for rewarding employment in a particular trade or occupational area. Skills acquirement is crucial for an economy to contend and cultivate, particularly in a period of economic assimilation and technological changes. In most developing countries skill needs are extensive; they are not only demanded by the current remuneration sector but also by the agricultural and informal sectors. In essence TVET is a direct means of providing workers with skills more relevant to the evolving

Literature Review 3 needs of employers and the economy. First and foremost the review will aim at discussing the meaning of TVET education, where it had started, how it came about and the changes that have evolved as a result of the ongoing growth of TVET education. Further on within the body of the review, the focus will be shift to the impact of such an educational system on the school environment as well as the turnout of students who have been a part of the TVET education system. In addition to those factors mentioned above that will be discussed further in the literature review, one may also seek to acquire relevant information about the economical benefits of TVET education, both within the school environment and the society at large. Body According to UNESCO, TVET, or education for the world of work, is one of the providers of learning and life-skills programmes for young people and adults. With the change to work patterns demanding higher skills, more technical knowledge and the capacity to work productively in teams, young people must now have a preparation which goes beyond basic literacy and numeracy to include both vocational and social skills, together with values which help to build harmonious societies. Technical and Vocational Education came about as a joint intervention by the European Commission and the Government of the Arab Republic of Egypts education and training sector. The aim of the TVET reform programme was to address the significant shortage of skilled labour in Egypt and its resulting impact upon the competitiveness of Egptian enterprises in domestic and international market, these policies subsequently spread throughout the world and eventually profound a significant impact on developing countries. This was accomplished by linking private sector businesses to public sector education and training service providers in Public-Private

Literature Review 4 Partnerships, the TVET Reform Programme works to bridge the gap between human resource needs and educational outcomes. The TVET Reform Programme also supports the development of institutional capacity for the formulation and implementation of a national TVET reform policy. In order to accomplish its mission, the TVET Reform Programme adopts a demand driven, participatory approach to its interventions at all levels. According to Sam. I. Okwuanaso, in order to determine whether or not secondary vocational institutions are as valuable an educational source for training students within their formative years of development as it ought to be, and to ensure that developing countries such as Jamaica are capable of entering the working world being as effective and efficient as possible, one has to ensure that the educational system of such nature are well equipped and maintains the capability to provide solutions to these evolving problems of unemployment and illiteracy. As a result numerous studies have been completed during the latter two decades and despite the large number of entrants towards the varying industry it is ironic to note that there is still a shortage of skills in many of these areas. The main objective for providing technical and vocational education and training (TVET) is based on its use in the labour market. In essence, TVET is designed to have significant labour market turnovers providing people with the skills and knowledge needed be successful. Individuals seek training to assist them in getting jobs, or to get more improved jobs. As such one is provided with better job positions in the jobs they already have and also an increase in their salary. These are some of the labour market outcomes people seek when they undertake TVET education. Other incredibly significant function of TVET education is that it develops students creativeness and pro-activeness, to build up and improve their self-study, to instruct them to use their knowledge for practical purposes and need to initiate the students desires, and interests in

Literature Review 5 studying. It addition, TVET education strengthens and enhances students achievements gained, by developing their basic knowledge with vocational orientation and introduces technical and vocational skills so that after graduation, high school students can join university programs or vocation colleges or can directly go to work. CARICOM countries have devised a national standard for Technical and Vocational Education and Training in some Caribbean countries. To date, countries like Jamaica, Trinidad and Tobago and Barbados have National Training Authorities. However, Guyana and Belize are in the process of adapting the programme. Many institutions and programs have received accreditation based on how competent they can prepare individuals. The body of social workers in partnership has drawn closer to the philosophy and practice of competency based education and training. Based on the fact that they work together as a body of educators, persons certified with Technical and Vocational Education and Training are equally competent and qualified to work anywhere in the region. They also stated that the Technical and Vocational Education and Training faces a big challenge as it seeks to train and certify those in the education system who are not up to standard with their literacy and numeracy levels. The achievement of worldwide primary education in developing countries over the past decade has translated into enormous universal demand to expand both general and technical and vocational secondary education. It has reach the point where skills are gradually being seen as serious factors to educational development, labour market inclusion and economic growth, making TVET one of the four priority areas in UNESCOs education programme. TVET education is now considered to be a vital part of the education for all proposals and through its orientation towards the world of work and the attainment of skills plays a crucial role in promoting a countrys

Literature Review 6 economic growth and contributing to poverty diminution; ensuring the social and economical enclosure of marginalized communities. In addition it assist learners in acquiring skills, attitudes and the knowledge needed to develop professional careers and to enter the working world as well as imploring lifelong learning and active citizenship. (United Nations Educational, Scientific and Cultural Organization, UNESCO) The Caribbean TVET community has developed significant expertise and established faculty to endorse training institutions and programmes, also to assess and certify persons including judgment of prior learning and acquired competencies. The verbalization of competent, certificate holders between training institutions and programmes in the region is easily facilitated based on joint familiar principles. The smooth matriculation to a variety of levels of employment and work, based on the levels of qualifications earned, really empowers and recognizes the labor force and contributes to the improvement of human capital, individual and regional competitiveness. The training authorities that are in charge of such facilities provide countries and the wider community with the versatility to respond on a national scale to make possible the training or retraining as innovative occupations materialize or existing occupations and skills become outdated. (Robert Gregory, Executive Director, Heart Trust/NTA, member of CANTA). Other factors that has been impacting TVET education is globalization and contemporary global trends. These are two diverse things that impact differently on technical and vocational education and on any deliberation of a future role for UNESCO on TVET at the country and at the global level. Globalization as a structure of global connection is not a new occurrence, but new fundamentals of globalization in the concluding part of the last millennium have impacted on TVET education both at the regional and at the national level. What is of meticulous concerns

Literature Review 7 though were the compounded impact of structural adjustment programmes which brought forth some change within the core-economy and temperament of work in certain parts of the developed world during this period. The latter called for the development of a new emphasis on knowledge, different kinds of skills appropriate for work and increasing connections and common solutions were facilitated by an amplified role of multi and bi-lateral agencies. (Linda Chisholm, International Expert Consultation Meeting on Technical and Vocational Education, UNESCOUNEVOC International Centre, Bonn 12-13 January 2009).

As stated by the International Centre for Technical and Vocational Education and Training, UNEVOC. In recent years, particularly since the world education forum in Dakar, Senegal, in April 2000, there has been a general discussion and reconstruction of the concept of Education for All (EFA), which also involves the achievement of a basic primary education which prepares one for work and lifelong processes. As more children and adults receive and complete simple education, it is important to teach them skills that are applicable to the world of work which will enable them to be able to work in dignity, supporting themselves and their families as well as being respected and effective members of the society. TVET, or education for the world of work, is one of the providers of learning and life-skills programmes for young people and adults. With the alteration to work patterns demanding advanced skills, more technical knowledge and the capacity to work productively in teams, young people must now have a grounding which goes far beyond basic literacy and numeracy to include both vocational and social skills, together with values which help to build harmonious societies.

Literature Review 8 Conclusion This literature review contains relevant information about Technical and Vocational Education and the profound impact it has on students and the general economy. TVET is an educational system which aims at providing learning and life-skills programme for individuals. There are various agencies that are involved with the establishment and maintaining of TVET programmes, some of these agencies are UNESCO, UNEVOC and Heart Trust Association. We further went on to discuss TVET education and where it was originated; it was however stated that it was in Egypt and this was to eliminate the shortage of skilled workers within the labour market. As a result of TVET education, there are more qualified and competent individuals within the working sector which will in essence improve the economy of any particular country. It was also observed from research that TVET education is a vital aspect of the schooling system, being that it encourages the mastery of skills and the conception of relevant knowledge. As a result of these factors more capable workers are being produced, those that are well equipped with the necessary skills and knowledge to function effectively and efficiently within todays competitive society. The economic benefits of TVET education is also important because it enables eligible workers to be able to provide for themselves and their families and in so doing helping to improve the countrys economy. This literature as definitely set the foundation for this particular research, being that it outlines what TVET education is and how it has been and is still impacting the society. As such one can seek to finds ways of adding to the existing information that has already been outlined in previous research because the information that have been obtained so far all have substantial evidence that form the basis at which the research will be constructed.

Literature Review 9 References

Technical and Vocational Education and Training (TVET). (n.d.). Retrieved from http://webapps01.un.org/nvp/frontend!polCat.action?id=36 James, H.E., (2007). Launch of the TVET/Enterprise education. Retrieved from http://www.fiji.embassy.gov.au/suva/enterprise.html exquisite Trang, N.V., (2006) TVET education in Vietnam. Retrieved from http://en.moet.gov.vn/?page=6.13&view=4404 Gregory, R. Role of TVET education. Retrieved from http://www.google.com.jm/search?q=role+of+tvet+education&hl=en&rlz=1R2ACA Wen&sa=2 Chisholm, L. (2009). Global trends and TVET. http://www.unevoc.unesco.org/fileadmin/user_upload/docs/LindaChisholm.pdf

Linda Chisholm International Expert Consultation Meeting on Technical and Vocational Education UNESCO-UNEVOC International Centre, Bonn 12-13 January 2009

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http://www.tvet.org/