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p>This paper highlights on the necessity of the coordination of the TVET institutions and the industry in Nepal. The main goal of TVET is to develop skillful human resource needed for the country which could generate employment opportunities and entrepreneurship. Similarly, industry is the place for the job market and performing the skills that is achieved. In the context of Nepal, different studies show that the TVET graduates are unemployed, employed but in low wage, employed but not fulfilling the industry need. This is because of lack of meeting the demand of the market need by TVET courses. If the linkage is done, it increases productivity and nations economy. But the most challenging part is meeting the industry goals and skills by academic courses of TVET. So, academic skills and industry skills needs to be matched by revisiting the curriculum and other strategies. Also the industrial human resource could be upgraded by providing occupational skills upgrading training. The labor market, need assessment of the human resource, identification of the industrial skills needs to be identified to make a strong linkage. Thus, this study suggests that the urgent need of the collaboration of the industry and the TVET for the overall and sustainable development of the country. Int. J. Soc. Sc. Manage. Vol. 5, Issue-4: 237-242 </p
S. Bagale (2018) Int. J. Soc. Sc. Manage. Vol. 5, Issue-4: 237-242
DOI: 10.3126/ijssm.v5i4.21377
Full text of this paper can be downloaded online at www.ijssm.org/ &http://nepjol.info/index.php/IJSSM/issue/archive
Necessity of Linkage of TEVT with Industry in Nepal
Shiba Bagale
1
*
Training Institute for Technical Instruction (TITI), Sanothimi Bhaktapur, Nepal
Abstract
This paper highlights on the necessity of the coordination of the TVET institutions and the industry in Nepal. The main goal of
TVET is to develop skillful human resource needed for the country which could generate employment opportunities and
entrepreneurship. Similarly, industry is the place for the job market and performing the skills that is achieved. In the context of
Nepal, different studies show that the TVET graduates are unemployed, employed but in low wage, employed but not fulfilling
the industry need. This is because of lack of meeting the demand of the market need by TVET courses. If the linkage is done,
it increases productivity and nations economy. But the most challenging part is meeting the industry goals and skills by
academic courses of TVET. So, academic skills and industry skills needs to be matched by revisiting the curriculum and other
strategies. Also the industrial human resource could be upgraded by providing occupational skills upgrading training. The labor
market, need assessment of the human resource, identification of the industrial skills needs to be identified to make a strong
linkage. Thus, this study suggests that the urgent need of the collaboration of the industry and the TVET for the overall and
sustainable development of the country.
Keywords: Technical education; vocational training; market needs; employment
Introduction
Technical and Vocational Education and Training (TVET)
is getting education, knowledge and skills for the
employment opportunities. The contribution of TVET is
generating of gainful employment, encouraging self-
employment and entrepreneurship development, better
earning which ultimately helps them to uplift their living
standard. With this aspects many technical and vocational
schools, training centers are established over the country.
TVET is one of the key feature for the success of the
country. The main essence of TVET is the overall
Cite this article as:
S. Bagale (2018) Int. J. Soc. Sc. Manage. Vol. 5, Issue-4: 237-242. DOI: 10.3126/ijssm.v5i4.21377
1
*Corresponding author
Shiba Bagale,
Training Institute for Technical Instruction (TITI), Sanothimi Bhaktapur, Nepal
Email: shiba@kusoed.edu.np / sbd@titi.org.np
Peer reviewed under authority of IJSSM
© 2018 International Journal of Social Sciences and Management
This is an open access article & it is licensed under a Creative Commons Attribution 4.0 International License
(https://creativecommons.org/licenses/by/4.0/)
development of the nation with the well-equipped and
advanced technology for mainstreaming the development of
a nation. The main motto of the TVET is to develop
entrepreneurship and build the skillful human resource for
the nation building. The main aim is to make all the citizens
skill full for the overall development of the nation. Not only
this, it aims to develop a high level skill full\ human
resource that is needed for the country. According to the
definition by UNESCO and the International Labor
Organization (ILO), TVET refers to “aspects of the
educational process involving, in addition to general
education, the study of technologies and related sciences,
Mini Review
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and the acquisition of practical skills, attitudes,
understanding and knowledge relating to occupants in
various sectors of economic and social life"(Training
Institute for Technical Instruction, 2016).
TVET in Nepal
In Nepal, Council for Technical Education and Vocational
Training (CTEVT) is the responsible government authority
for the TVET sector. It aims to enlarge the scope of TVET
with the theme of sustaining Nepal with skillful human
resource. CTEVT was established in 1989 under CTEVT
act 1989 with the aim of strengthen the vocational technical
education in Nepal. According to CTEVT act 1989. With
the vision of every Nepali people should be employed with
the skill of TVET program, CTEVT had taken the
responsibilities of preparing skilled workforce required to
the job market and introduced the different policy and
program. “Major functions of CTEVT are: policy and
program formulation coordination and facilitation, quality
control, and program implementation. One of the
responsibilities of CTEVT is to formulate policy in TVET
(Council for Technical Education and Vocational
Training,1988).
Technical education and vocational training (TEVT) is a
means of growing employment and earning potential of
individuals, which contributes to socio-economic
development of a country. So the main aspect of TEVT is
to arrange world class technicians and skillful workers who
can do competition with the world class job market. So
different TVET policies are formulated. In most emerging
economies, educators and Industry operate in different
worlds and often have little communication with each other.
Regularly their social networks and association linkages
have no intersection. Surveys often show a complete lack of
understanding or respect for the interests and commitments
of the other group. In the context of Nepal, the aim of the
TVET and the marked demand is simultaneously different.
The market demand is at one hand where the analysis and
TVET providers are at another end. The mismatch has been
one of the major area why the TVET graduates are not
getting enough jobs and as per their expertise.
The aim seems very outstanding. But where the graduates
go for the job placement? How are they working on the
market economy? What is the linkage between the TVET
institutions and industry is the most challenging question?
The argument for providing vocational education has
brought about the idea of revisiting the links between school
and industry (Alam, 2008). The number of government
TVET institutions, and the number of private organization
are increasing day by day but it’s the time to do analysis on
how the job placement is done, what is the ratio of market
demand.
Kirkpatrick (1983) has prioritized three aspects of TVET.
The three purposes are: individual control ability, equality
of opportunity and human capital. They also have referred
four principles of TVET system to fulfill these purposes.
They are, Good governance in the coordinated output
oriented model, Occupation-driven education employment
linkage, Permeability and Quality. This shows that the
TVET is not far from the industry. TVET and industry are
supplementary to each other.
The government policy also highlights to establish and
provide technical education in all the local level of all the
provinces. This also shows that the necessity of TVET in
the grass root level. Similarly, TVET policy has also
highlighted the necessity of expansion of the TVET
programs in all parts. So strong collaboration and
addressing market need are the major challenge.
TVET and Industry Linkage: A Crucial Need
The major market of TVET is industry. Without the linkage
with the industry TVET graduates cannot maintain
professional competencies and also the industrial
productivity can’t be developed only with low level human
resource. So skillful human resource, TVET graduates are
the main for the industrial upliftment.
The graduates of TVET are working in different industries.
Anamuah-Mensah (1995) reports that in most countries
there is a considerable gap between what is learnt in the
classroom and the real life context of pupils’ present and the
future world. He further adds that this peculiar problem is
particularly true of the less developed countries where the
needs of those not progressing beyond the compulsory
stages of primary and junior secondary education are
subservient to the perceived academic needs of those
progressing further, particularly by the small percentage
proceeding to university.
The main market of the TVET graduates is industry. The
main aspect is that the interaction between TVET and the
industries creates innovation in the national and
international arena. It also helps for the competitive market
and economic growth. According to World Bank, the status
of TVET is depends on their ability to produce qualified
young people who will be immediately operational in the
work place. The market based economy could be sustained
if a country is developed. And the country could be
developed if technically it is sound, if all the systems are
managed. This is possible only with the help of TVET
graduates.
The legal entities that comes closest to covering all aspects
of TVET are the 2012 TVET Policy, which we consider as
soft law, and the CTEVT Act. But this has also not talked
exactly on the TVET and industry linkage. There is no such
provision which could help the linkage between the
graduates and the human resources of industry. This shows
that from the policy level, it should be formulated about the
linkages. Now the country is in the phase of provincial level
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and the necessity of the linkage is most important in each
province. Some provinces have more industries and TVET
institutions and some do not have. So the power balance
between the academic and industrial sector is also
necessary.
The linkage is very necessary between TVET and industry.
For the TVET graduates, industry is the main place for the
job market and for the industry, technical institutions are the
main. The collaboration between two is very necessary. The
job fair, seminar, workshops should have been organized
between the two. It not only helps to the TVET graduates
and the industry but also will help for the national economy
and nation’s development. If the collaboration is done
between two, then it will give findings that what type of
technical graduates is necessary for the next few years,
which would help to fulfill the nation’s vision. Companies
that collaborate with learning institutions typically have
higher productivity rates than companies that do not have
such collaboration (Santos and Satuart, 2003). So the
collaboration is very necessary.
Researches show that the linkage increases productivity too.
Companies that collaborate with learning institutions
typically have higher productivity rates than companies that
do not have such collaboration. TVET institutions operate
in an environment characterized by fast technological
progress, emerging careers, changing jobs requirements and
increased competition; these changes have necessitated
industry-institute collaboration in order to address this
challenge (Uddin ,2013).
According to Pautler (1990), the problems facing vocational
and technical education are many. The courses are also not
fulfilling the market needs. The new courses based on the
market are the demand. The institutions must have a partner
to help find solutions and this can be accomplished only by
developing linkages with industries so that they can survive
and accomplish their intended goals of providing the skilled
manpower needs of the country.In Nepal, CTEVT is the
main leading organization that has government mandate for
the TVET sector. It aims to develop the skill human
resource. In a tracer study done by Accountability Initiative
Private limited (2015), it shows that Out of 2009 traced
TVET graduates, 982 (49%) were employed, 928 (46%)
were unemployed, and the rest 99 (5%) were working as
volunteers. This also shows that how many of the graduates
are employed and not. Even the number of unemployed is
high. It is very serious case that TVET graduates are also
unemployed as its main aim is to for middle level human
resource.
The link between the rate of technical progress and the
quality of human intervention has become increasingly
evident as has the need for those active in the economy to
be trained to use the new technologies to innovate. New
skills are needed and educational institutions are required to
meet the need by providing not only the minimum of
schooling or vocational training, but also training for
scientists, innovators and high level specialists (UNESCO,
2012).
If we see the Nepali job market, every year more than 20
thousand Nepali youths enter to the job market but what is
their effectiveness. Similarly, every month thousands of
Nepali youths go to abroad for the job. They are neither
skillful nor the essential human resource that is needed for
the country. The technology that they have practiced here
and they are going to practice in foreign migration is very
different which seems mismatching. And the new advanced
industries need skillful human resources with latest
information and technology with advanced skills (Agrawal,
2012). So the linkage between the industries with latest
technology is very necessary. So, that this could help for the
self-entrepreneurship and also will help for the abroad
migration.
Major Gap: Academic Vs Industrial skills
TVET providers are mushrooming day by day to fulfill the
need of the people. In the context of Nepal, the market based
curriculum and courses are not developed properly to
address the current need of the industry. The main gap is
that the necessity of the industry and education of the TVET
graduates doesn’t match. TVET system is not sufficiently
market based. The limited access and equity of the needed
people as per the industry requirement is not addressed by
the TVET.
The first thing that can be done is to develop market based
courses based on the need of the enterprises and industry so
that the TVET graduates can get better opportunities and
job. If collaboration is not done between TVET and
industry, then the graduates have no scope in the market. So
the curriculum should be focused on the market need by
doing adequate research and need assessment of the market.
The second aspect is, the curriculum is not developed jointly
to address the TVET graduates scope and industry need. If
the curriculum is developed in collaboration with the
industry and TVET providers, then it would address the
need of overall development. Raihan (2014) suggests the
collaboration can be done in main five areas: (1)
development of curriculum and learning materials; (2)
training instructors; (3) provision of practical training in the
work-place; (4) facility improvement in schools/centers;
and (5) employment opportunity. The curriculum is more
academic rather than market based. Occupational standards,
quality assurance are not fulfilling the present need.
The TVET graduates are not competent in the industrial
skills. The competencies are only within the workplace
were the skills exactly doesn’t match in the industry. The
knowledge and skills is only practiced within the narrow
boundaries of the TVET institutions. Industry linkage will
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help to provide systematic competencies on the skills that is
learnt in the TVET institutions. UNESCO-UNEVOC
(2013) has stated that the potential human resource has
difficulties in getting employment in the labor market due
to lack of sufficient skills. The higher level graduates also
face the difficulties on getting better jobs as per their skills
because of lack of skills that is needed in the industry. The
quality of the TVET graduates doesn’t address the need of
the industry, which seems the most challenging task for the
coordination.
Likewise, the machines and instruments that is practiced in
the TVET sector are not as same as it is in the industry. In
the technical area, the graduates need to be competent in the
skills to operate the machines too, where the institutions
don’t have advanced technologies that is used in the
industry and the global market. The skills gained on
student’s internship doesn’t fulfill the need of the industries.
Neupane (2011) also highlights that the investment in
TVET is very high which aims to provide employable skills
needed for the industry.
The TVET graduates from different technical schools and
different TVET organizations are providing academic
courses which consists of knowledge and skills. But what
about its application in the real workplace, real industry? If
we see the academic achievement, it sounds good but the
performance in the industry seems still lacking. So skill and
productive workers who are able to adopt labor market and
latest technological transformation are in the need of the
industry (Hoeckel, 2008). It seems that these benefits to the
human resource depend greatly on the quality of the school-
to-work transition that individuals, institutions, employers
and policy makers are able to ensure (Billett, 2014).
This shows that TVET success on continuous alternations
between TVET providers and industrial environment. The
linkage and collaboration is one of the basic need for the
development of the nation. Industry identifies the need and
TVET develops the graduates to fulfill the need of the
industry. So in many developed countries the investment is
seen in the TVET sector which finally helps for the overall
development of the nation.
Training as a Tool
The TVET graduates are gaining skills and knowledge but
the demand of the industry isn’t fulfilled. For this, in service
skill upgrading training is the most. The industrial necessity
can be fulfilled by providing short term trainings to enhance
the capability of the human resource. Not only this, the
skills that TVET provides may not meet the requirement of
the industry. In this case, the occupational skill needs to be
upgraded with providing short term courses that is needed
to the people who are engaged in the industry. And the
necessity of the training and its application in the industry
can be highlighted. Apprenticeship training, industrial
training are different forms of the training that can serve the
necessity of the industry and linking it with academia.
Training is taken differently in different situation. Some
training focuses on skills, some of knowledge and some on
attitude. However, all the components are equally delivered
in the training. So companies are investing huge amount in
the trainings of their staffs. Due to its increasing critical role
in times of change, companies rely on and invest a
significant amount of resources on training (Union, 2007).
So the training has its influence in the companies and
institutions.
Training is one of the essential aspects in human resource
development. Denby (2010) stated the importance of
training as important as recruitment, selection and
compensation which is a part of human resource
development. It helps the organization to make the
organization active with the employees full of knowledge,
skill and attitude that will improve the employees working
capacity. So the trainer is responsible for the effective
training methods and the good and bad aspects of it which
will help to evaluate the training.
In each organization, the investment in the training is done
for the improvement of the organization’s functions and
provides benefit. So the purpose of the investment is to gain
skill that is needed to the organization which should be
productive. He further added that training is evaluated with
the three basic characteristics of human nature i.e.
improvement on knowledge, skill and attitude and this is the
key principle for the organizations benefit. So the
investment on training is a good repayment for the
upliftment of the organization.
Garavaglia (1993) focuses on the main purpose of the
training as improving the performance and helps in the
effective delivery and benefits of the organization. Within
the 15 years of the tenure of the South African democratic
dispensation, the organizational benefit with the
productivity and the financial increase are highlighted to be
the competitive market in the era of globalization. The main
theme of the organizational productivity is through the
efficient knowledge, high quality performance and skills of
problem solving. So the transfer of learning is the main
motto to grasp the goals of the organization.
Thus, the different literatures regarding training and human
resource development has focused that until and unless the
necessity of industry and organization is not addressed, only
providing technical education and vocational training can’t
fulfill the present market needs. This will not help industry
and TVET connection. So the effective planning for the
linkage of the TVET and industry is necessary. In this
aspect, vocational training, skill upgrading, short term
courses based on the need of the industry are needed.
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Conclusions
The direct relation between industry and technical
institutions is obvious. So channelizing the ways to make
the good relation is very important. The best way is
collaboration between the industry and the institutions,
workshops, meetings are the best way. The industry should
have made the plan and the vision for the necessity of labor
market and economic market in technical sector. Based on
the market need, the technical and vocational institutions
should have developed the curriculum and the courses.
Information sharing between the technical and vocational
education providers and the industry is very essential. The
graduates have core knowledge in the specific field. And
also the skills during the fulfillment of the course may not
be sufficient, so the practical education is very necessary.
Without the linkage the practical education in the real field
couldn’t be successful. So industry has main role in the
perfection of TVET graduates. Industry is the platform for
utilizing and applying the knowledge and skills learnt in the
organizations.
Also the TVET policy has not addressed this issue. In this
context, the mushrooming organizations and industries
from large to small base should be interlinked. They should
have linkage in the same legal framework where the TVET
graduates could show their efficiency. So the umbrella Act
regarding these issues should be formulated andeffective
implementation is important. In general, TVET schools
should be established where there is a need on the labor
market and the provinces should coordinate and decide on
the allocation of TVET schools, programs, and occupations
to various local areas. The province should promote TVET
programs so students know what is available even if it is
outside their immediate area.
The TVET institutions have to strengthen links with
industries to improve networking between academia and
industries to create a better understanding of each other’s
needs and to identify how they can be met through the
industry programs. It helps to develop the networks with
the TVET providers and serve the needs of local economic
development.
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... Globally, Technical Vocational Education and Training (TVET) is considered a preferred skill development strategy for its best-fit orientation with skills for work and allows individuals to update and upgrade their skills to fit the changing demands of the labor market (Bagale, 2018;McGrath, 2022;Wheelahan, 2015). ...
... Employability skills are necessary for career success at all employment levels and increased workforce competitiveness (Grosch, 2017). Developing employability skills requires the collaboration of training institutions and industries to align the training with the job market demands (Bagale, 2018). According to Attah (2020), the industry is a building block in achieving TVET outcomes and ensuring graduates are adequately prepared for the workforce. ...
... A significant number of studies identified that skills mismatch is a global problem, including in Ethiopia, that has brought unemployment and scarcity of skills (For instance, Allais, 2012;Raihan, 2014;Bagale, 2018;Singh & Tolessa, 2019;Akinola et al., 2020;Muriuki & Dominic, 2022). Employers are worried about the ability of new graduates to meet current and future workplace requirements (Osmani et al. 2015). ...
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Skill demand and supply mismatch is a global problem identified as a root cause of unemployment, urging education and training institutions to revise their curriculum with the collaboration of industries. This article aimed to analyze prior research outputs on the effective Linkage of technical and vocational training institutions with industries and extract lessons for Ethiopia. The study covered 30 purposefully selected articles and analyzed thematically to identify lessons and implications that fit Ethiopia. The findings highlighted Linkage as a platform for sharing powers and responsibilities between education and training institutions and serve as a workplace transition. Linkage can be through qualification standard setting, curriculum development, internship, and apparent ship programs. The industry serves as a laboratory that allows trainees to analyze, synthesize, and reflect on the technological needs and challenges of industries, enables them to solve problems of industries, creates employment opportunities, allows industries to select competent workers, helps to share training costs and exchange expertise, builds the image of technical and vocational training. The findings further identified the challenges of Linkage and its coping strategies. Finally, the review concluded that Linkage is necessary rather than the choice to minimize skill mismatches, reduce unemployment, and increase productivity, especially in countries like Ethiopia that run short of training resources. However, further research is needed to monitor the situation continuously and determine appropriate policy changes for skill development interventions.
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... Sometimes, collaborations with the private sector may benefit training providers in terms of funding sources for training or research and development activities. Therefore, such collaborative activities between training providers and the private sector are crucial for both parties (Raihan 2014;Siddiky and Uh 2020;Bagale 2018). Based on the national TVET Policy 2017-2025 and Skills Development Roadmap 2023-2035, the decisive engagement from various stakeholders to support skills development can help close the skills gap and bridge the skills mismatch between the supply and demand sides. ...
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Collaboration with the private sector has been an influential tool in addressing a variety of complex issues or problems in both developed and developing economies around the globe. Like many countries, Cambodia has strongly promoted collaboration with the private sector across all education sectors. In the Cambodian TVET sector, the Royal Government of Cambodia has emphasised public-private partnerships (PPP) in its national TVET Policy 2017-2025 and Skills Development Roadmap 2023-2035. Such collaboration can make TVET more industry-relevant by increasing the private sector’s role, duties, and participation in Cambodia’s workforce skills development by strengthening and expanding the linkage between training providers and companies nationwide. TVET institutions often highly value their collaborative activities with the private sector. However, there is still scepticism about the forms, benefits, and degrees of collaboration between training providers and private companies. In this respect, ramping up research into private-sector collaboration in the Cambodian TVET sector is timely. To that end, this study aims to investigate different forms, benefits, and degrees of collaboration between training providers and the private sector. It also examines the challenges training providers face in collaboration with the private sector. An exploration of the perspectives of key stakeholders regarding collaboration gives insights into the under-researched collaborations within the context of the Cambodian TVET sector. The evidence from the study enables training providers, policymakers, practitioners, and relevant stakeholders to address collaboration issues and further build and strengthen collaboration efforts to align skills provision with industrial skills needs. The study is based on a qualitative analysis of the data from the “Skills for Industry” project. The phase-1 data includes 36 interviews with 18 case-study companies. The phase-2 data comprises 36 interviews with 20 training providers, nine government bodies, four industry associations, and three labour unions. The study adopted a qualitative content analysis approach to analyse different perspectives of key stakeholders on collaboration-related aspects. A qualitative data matrix using an Excel programme enabled the collation of relevant data and information corresponding to codes and themes predefined and emerging during the analysis stage. The study found that training providers use different identified forms of collaboration with the private sector. These included student internships, job announcement dissemination, participation in curriculum development, consultative meetings/workshops, workplace visits/tours, the provision of industrial skills training, and joint engagement in research and development activities. These collaborative activities benefited training providers and employers, explicitly and implicitly. The benefits included collection of input for increasing the relevance of newly developed or updated curriculum development/update to meet industrial skills needs; knowledge and skills transfer; access to advanced training facilities, equipment, tools, and materials; and funding for training-related research and development activities. Most training providers had conducted collaborative activities, though these were limited to student internships, job announcement dissemination, participation in curriculum development, consultative meetings/workshops, and workplace visits/tours, commonly executed less regularly and ad hoc, making collaboration efforts less effective and sustainable. Some forms of collaborative activities, like the provision of industrial skills training and joint research and development activities, were relatively small-scale or even absent. As repeatedly reported by various training providers, collaborations could not be built, strengthened or intensified due to several key factors. These factors were insufficient critical conditions including the availability of funding, the capacity of institutions and instructors, the extent of trust in the relevance and quality of TVET programmes, the extent of integration with action plans and implementation, the extent of legal enforcement of frameworks and policies supporting collaboration, and the perception of mutual benefits for the parties. These conditions affected the scope and quality of collaboration with private companies. Based on the findings, the study advances the following recommendations for training providers, policymakers, practitioners, and relevant stakeholders for consideration when building and implementing collaborations with one another. Ensure mutual benefits between collaborators or stakeholders: All stakeholders, especially training providers and companies, should openly discuss their concerns, needs, and expectations when collaborating. Identifying both explicit and implicit advantages is essential to ensure all parties concur on and commit to formal agreements. Formal agreements should clearly define the level of formalisation, co-decision-making, goals, resource sharing, and other key actors in the collaboration. Strengthen institutional and instructor capacity: Training providers need to enhance their institutional capacities and resources to ensure that training outcomes are aligned with industrial skills needs. Instructors need to improve their skills through professional development and hands-on training at partner companies. TVET institutions also require further support from the government and stakeholders to better anticipate and develop skills required by the labour market. Enforce supportive frameworks and policies for collaborations: It is essential to formulate and enforce clear legal frameworks, policies, or guidelines with full support for the school-industry cooperation. The government and industry associations should facilitate such cooperation by identifying incentives (tax/levy exemptions or special conditions) for employers who voluntarily collaborate with training providers. Additionally, a monitoring and evaluation system should be implemented to track the progress of these collaborations at the national level. Streamline collaboration activities through full integration and implementation: Training providers need to fully integrate the collaboration efforts into their school action plan and implementation. Establishing an industrial liaison unit (ILU) with a clear direction, action plan, and adequate resources can strengthen ties with the private sector. ILUs should consult with all relevant stakeholders, including instructors and employers, to ensure effective and consistent implementation that fosters their collaboration with the private sector. https://www.cdri.org.kh/publication/enhancing-the-collaboration-between-tvet-institutions-and-the-private-sector-in-cambodia-implications-for-skills-provision.
... The industry plays a key role in making graduates' skills relevant to industry-specific needs (Badenhorst & Radile 2018;Bagale 2018;Siddiky & Uh 2020). Collaboration between training providers and employers can be achieved through five key areas: curriculum and learning material development, instructor training, practical workplace training, training facility and equipment improvement, and employment opportunities (Raihan 2014). ...
... However, most providers were not engaged in collaborations involving advanced industrial skills training, apprenticeships, or research and development activities with the private sector. All collaboration forms, particularly engagement in enhanced curriculum development and employment, were highly valued by training providers, who perceived them as valuable input for making their skills provision relevant and responsive to industrial needs, which was in line with previous studies that have stressed the importance of collaborations between organizations or stakeholders in achieving their common or shared goal (Bagale 2018;Gray 1989;Raihan 2014;Siddiky & Uh 2020). The findings also indicate that government efforts were being made to promote public-private partnerships in TVET to ensure that skills provision was relevant and responsive to industry and private sector needs (MoLVT 2023; RGC 2017). ...
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The Royal Government of Cambodia (RGC) has promoted collaboration between TVET institutions and the private sector for better skills provision. However, there is still skepticism about collaboration between both parties. This article employs qualitative data to investigate different forms and degrees of collaboration between training providers and companies. It also examines the challenges within collaboration. The findings reveal various forms of collaboration between training providers and companies. Most collaborations involve student internships, job announcement dissemination, curriculum development, consultative meetings, and workplace visits. In contrast, some forms like apprenticeship, industrial skills training, and research and development are rare or absent. Although beneficial to training providers and companies, most collaborations are conducted irregularly and ad hoc. Simply put, the collaborations are generally small-scale and at low intensity. Such collaborations cannot be built, strengthened, or intensified due to a lack of funding and resources, limited capacity of institutions and instructors, lack of trust in the quality of TVET programs, limited integration of collaborations, limited enforcement of legal frameworks and policies in supporting collaboration, and lack of mutual benefits of collaborations. Therefore, improving these challenges can help training providers collaborate closely with private companies. https://tvet-online.asia/wp-content/uploads/2024/01/TVET@Asia-Issue-22_Veung-1.pdf
... Nonetheless, the lack of alignment between TVET and industries has not yet been properly spotlighted in research, especially pertaining to Bangladesh context. While there are some studies available in the academia linking TVET with industries, most of which are principally country specific and lack a holistic view (Bagale, 2018;Hadromi, 2018;Jahonga et al., 2016;Lim, 2009;Moses, Muladi, & Wibawa, 2016;Obwoge, Mwangi, & Nyongesa, 2013;Quanquan, 2009;Raihan, 2014;Singh & Tolessa, 2019;Yahya & Yasdin, 2015;Misko, Yufeng, Dayuan, Quanquan, & Zerong, 2005;). Hence, there is a need for undertaking research in order to bridge the gap between TVET and industries in Bangladesh. ...
... However, they did not propose any framework of partnership or approach that could allow TVET to be linked with industry. Moses et al. (2016) and Bagale (2018) recognized the need for building cooperation or linkage between TVET institution and industry in order to bridge the skills gap and make TVET more responsive to labour market needs in their studies. As such, their observations match with the present study's findings. ...
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While TVET is critical for development, there is a gap between skill development and employment, especially between TVET and industries in Bangladesh. As such, the study was intended to find out the supportive policies and an approach to TVET in order to link TVET with industries. The study was basically a qualitative study in which both primary and secondary data were used. Primary data were collected through semi-structured interviews with twelve purposively selected respondents working in various Government agencies and TVET institutions in Bangladesh. The study has indicated that the collaboration between TVET institutions and industries, and supportive public policy are necessary in order to link TVET with industries. Supportive public policy involves ensuring industries’ participation in designing curriculum and training, updating curriculum and training in response to market needs and changing technology, introducing dual system with strong focus on workplace learning, and public employment service, implementing National Skills Development Policy-2011 and National Skills Data System, and so on. The study has argued that the collaboration between TVET institutions and industries, and supportive public policy will create an enabling environment that would link TVET with industries in Bangladesh. Finally, the study has proposed a partnership-based approach to TVET where both the partners – TVET institution and industry – will work together and undertake joint initiatives based on mutual commitment and shared responsibility to promote formal and non-formal TVET in Bangladesh in line with labour market needs and technological changes.
... Though apprenticeship programs are recognized for their benefits, which include integrating theoretical knowledge with practical experience, promoting problemsolving and workplace skills, obtaining nationally recognized qualifications, enhancing employability and educational experience; there is debate in the academic world about its drawbacks, which include its diverse nature, potential employer exploitation, and difficult integration between school and work (Ryan, 1998). Despite these critical voices, it is generally recognized that a strong partnership between vocational education and training (VET) schools and companies is essential for the development of an employment-oriented VET system (Bagale, 2018). This collaboration enables the creation of market-oriented VET programs, ensures that students gain valuable work-based learning experiences and improve their employability skills by equipping them with the skills demanded by the industry (Cedefop, 2021). ...
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Apprenticeship programs serve as an effective approach to integrating technical education and industry needs, offering tangible benefits for students, employers, and educational institutions. This study explores the challenges and opportunities for industry-school partnerships in establishing and implementing apprenticeship programs in Nepal, focusing on Lumbini Province. The study employs a qualitative, exploratory case study approach, with interviews and focus group discussions involving 30 stakeholders. It assesses challenges, such as limited industry participation, inadequate legislative frameworks, reliance on foreign labor, and weak collaboration between government and industry. Key findings underscore the necessity of raising industry awareness, fostering government-industry partnerships, and establishing clear policies to institutionalize apprenticeship systems. The article identifies opportunities for strengthening partnerships through improved communication, collaboration in curriculum development, and a focus on addressing industry needs along with some existing challenges.
... Certain obstacles to TEVTA acceptance, such as negative community perceptions and biases against TEVTA graduates, have been identified by Ayanwale et al. (2023). However, Bagale (2018) posits that contemporary society is increasingly receptive to TEVTA, challenging the previous preference for government and white-collar professions. Mohamad et al. (2012) further highlight that family income and immediate surroundings can influence a student's inclination toward TEVTA. ...
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... In implementing entrepreneurship programmes, collaboration between institutions and institutions is closely related to each other. Collaboration of educational institutions and industries means collaboration between educational institutions and industry in various aspects necessary to achieve the objectives of quality and excellent human resource development (Bagale, 2018;Amin, 2012). Institutional collaboration with industry refers to multi-faceted interaction between the highest educational institutions and industries aimed at promoting the exchange of knowledge and technology (Bekkers et al., 2008;Siegel et al., 2003). ...
... Many governments are seeking to adopt elements from the German dual training model in which TVET is closely conducted in schools and firms (Remington & Marques II, 2019;Vo, 2019). The arguments are that facilities needed for effective skills training are better found in industries than in JEHS, Volume 9 Number 3, 2020 training institutions; and that trainees gain practical skills and hands-on experiences when they are placed in real workplace environments (Bagale, 2018). In countries like Tanzania, where education and training policies are largely shaped by neoliberal orientation that emphasise on the provision of training that meet requirements of employers and the labour market, their curricula are expected to reflect standards and demands of industries (Ngcwangu, 2015). ...
... This implies that, the main reason for not getting success is lack of education -employment linkage. The direct relation between industry and technical institutions is obvious (Bagale, 2018). When the industry has the good relation with the TVET institutions, the graduates can directly have linked at the industry. ...
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Human trafficking arise from Labor Migration, Poverty, Exclusion, Attractions of Cities, Open Boarder, Active Trafficker, Bad Governance and solutions for the problems are Inland Job Opportunity, Poverty Alleviation Programs, Inclusion and Participation, Rural Education, Secured Boarder, Active Social Worker and Good Governance are urgently needed in Nepal. To identify the problem and solutions of human trafficking from Nepal the study has been conducted. In-depth interview method had been applied and had interviewed with security personnel of the Sunauli boarder of both countries. Prevention, Care, Monitoring and Evaluation from both countries are also necessary. Entire issues of problem and solutions of human trafficking in between India and Nepal are virgin area of research.
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_______________________________________________________________________________________ Abstract This purpose of this paper is to examine the role of technical and vocational education in the reduction of poverty among youths in Nigeria after university education. The problem of this study is to ascertain the potency of Nigeria higher education for poverty reduction among youths in Nigeria. The area of study comprises of the eighteen local government areas of Edo State. Descriptive survey design was employed for the study with a population of 150 students. Three research questions were formulated and analyzed using arithmetic mean method. The finding of this study revealed that technical and vocational education can play a vital role in reducing poverty as well as equipping, building and making our youths self-employed, reliable and employable in an industry or company after university education. However, the paper recommends that one of the ways by which government should reduce poverty and generate employment is to focus on a functional, technical and vocational education and that graduates of the programmes should be encouraged with soft loans/micro credit for a start.
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—Adequate collaboration between technical and vocational education and training (TVET) institutions and industries would lead to provision of relevant practical skills for industrialization. This article aimed at establishing the extent of collaboration between TVET and industry to enhance employability skills. The research objectives were to identify the online-means of industry-institution collaborations, to suggest how to link TVET institutions with industries, to propose collaboration initiatives, and to identify the common problems faced during collaboration. In Bangladesh, the gap is widening between knowledge generated through training systems of TVE, and the skills demanded by employers. Thus, the article recommends that the industry should provide contemporary skills by training and establish networks with TVET institutions for minimizing the gaps. The author of the article consider that collaboration, the important means cab be made the highway to bridge the gap and to enhance employability skills of TVET people in Bangladesh.
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The standing of vocational education is salient for how it is perceived by those who sponsor, participate in and work within it and how its provisions are supported and administered. Yet, this standing continues to be intractably low, compared with other education sectors, more so in some countries than others. The consequences for this low standing can be profound. Serially, moreover, it has been the voices and sentiments of powerful others (e.g. aristocrats, theocrats, bureaucrats and academics) that have long been privileged in discourses about the standing of occupations and their preparation. In perhaps most instances, this privileging has and continues to come at a cost to the standing, processes of and goals for this important educational sector. Indeed, the legacies of earlier sentiments about and conceptions of different kinds of occupations and their preparation are now deeply embedded in societal discourses and variously sustain and constrain the standing of vocational education. At its strongest, concepts such the Berufs concept in the German speaking world does much to sustain and elevate vocational education. Elsewhere, this lowly standing generates constraints that comprise efforts to control and micro-manage those who teach and learn. Adopting a historical approach, this paper offers a brief and partial account of how, across time, sentiments of powerful others have shaped the standing of vocational education and its proposes and practices, often for purposes of power and control. Instead, it is proposed that for vocational education to realise it purposes necessarily requires it to be informed by and directed more by the interests of those learning about – teaching and practice – these occupations. In addition, the need for societally based (i.e. governmental) imperatives to ameliorate the long-standing consequences of these sentiments for vocational education is proposed.
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Studies of the benefits of human resource development (HRD) for organisations have assumed a direct connection between training strategy and a hierarchy of performance outcomes: learning, behavioural change and performance improvement. The influence of workplace practices and employees' experiences on training effectiveness has received little attention. This study investigates evaluation strategies designed to elicit greater training effectiveness, and explores the influence of trainees' perceptions and work environment factors on this. Drawing on detailed case study findings, the authors highlight the importance of management practices, trainees' perceptions of the work environment and systems of reward in explaining behaviour change after training.
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This paper provides an overview of vocational education and training (VET) system in India, and discusses various challenges and difficulties in the Indian VET system. The paper also examines labour market outcomes of vocational graduates and compares these with those of general secondary graduates using a large-scale nationally representative household survey. We find quite a high rate of unemployment (11%) for VET holders in the age group 15–29 years. Although unemployment rate of VET holders is higher than the overall unemployment rate in the same age group, the rate is lower than that for general secondary graduates. We show that average daily wages are higher, both for regular and casual workers, for VET holders. There has been a considerable increase in the number of Industrial Training Institutes/Centres in the last decades, but the coverage of the system is disparate in terms of institutes’ vis-à-vis states.
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Purpose The purpose of this paper is to describe how carefully targeted training can improve productivity of UK insurance company, Moorhouse Group Ltd's sales team and increased the number of calls it handled by 56 percent. Design/methodology/approach An explanation on the use of external consultants and how it helped Moorhouse Group Ltd to identify, design and deliver the training it needed. Findings Details of sales training, and the workshops hosted for employees outside the sales area, helped to improve the company's capability to generate leads and convert sales. Practical implications The paper shows how training can help to expand the range of skills available in the workforce as well as improve existing expertise. Originality/value Individual action plans were created for people who attended the training and these action plans were handed back to managers to embed the learning into business.
The Role of Technical and Vocational Education in National Development of Bangladesh
  • G M Alam
Alam GM (2008) The Role of Technical and Vocational Education in National Development of Bangladesh. Asia Pac. J. Coop. Educ. 9(1): 25-44.
Bringing industry into the science classroom: Problems, concerns and prospects associated with a paradigm shift
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  • P Towee
Anamua-Mensah J and Towee P (1995) Bringing industry into the science classroom: Problems, concerns and prospects associated with a paradigm shift. Proceedings of the 7th IOSTE symposium in Netherlands.