TVET

This report commissioned by Education International provides a conceptual framework to understand how vocational education is positioned in many countries, and the different ways in which the relationship between vocational education and the structures of the labour market mediate the variable outcomes that vocational education graduates achieve. It demonstrates the unequal access to vocational education in low, medium and high income countries. The report uses the capabilities framework as developed by Amartya Sen and Martha Nussbaum to underpin the notion of ‘productive capabilities’ in developing a conceptual basis for vocational education that supports social justice. It argues that strong publicly vocational education institutions are the anchor institutions of their communities that can support vocational education teachers in contributing to local social, economic and cultural development. It suggests a program of research for Education International in providing better understandings of vocational education in different contexts,
to support Education International in working with social partners to strengthen vocational education’s role in developing inclusive and tolerant societies based on socially just and sustainable economic and social development.

This essay tries to connect the dots of SANKALP, District Skill Committee and Mahatma Gandhi National Fellowship in making the skilling ecosystem effective. First, it tries to discuss the generic role of the District Skill Committee. It tries to highlight some of the challenges on the ground. The essay also discusses the importance of localized lenses in terms of planning. Thirdly, the essay discusses the highlights of the District Skill Committee of Hardoi. It discusses agendas discussed and followed by members of District Skill Committee, Hardoi. In final part essay highlights, some of the challenges faced and felt by Mahatma Gandhi National Fellow at the district level.

The goal of this study was to examine the efficiency and feasibility of a specifically designed tool that could help novice bakers gain confidence in decorating cakes. The tool known as "ShapeSweetie" was designed in order to overcome the main issue of inexperienced and novice bakers at Keningau Vocational College who were not able to create decorative shapes from fondant and marzipan properly. If they were not able to acquire the basic skills in baking class, it would be difficult for them to continue their learning with a more advanced training in baking class. Thus, an intact class of 25 students from a baking and pastry programme was chosen as the subjects for this study. They were taught on how to use the tool and they were expected to use it in their class where they had to decorate their cakes. A rubric was used to assess the students' final products and the results showed that most of the students attained higher scores in executing the task. This indicated that "ShapeSweetie" could be commercialized and used widely in baking class across bakeries and learning institutions in the state.

According to UNESCO Strategy for TVET for 2016-2021, "At least 475 million new jobs need to be created over the next decade to absorb the 73 million youth currently unemployed and the 40 million new annual entrants to the labour market". Based on the statement and statistics mentioned we need to develop a strategy and design activities so that we will create not only employment, decent work environment but also active citizens in an equitable, inclusive and sustainable society in line with SDG agenda no. 4 and 8 where lifelong learning, life skills and 21st century skills are addressed. The conflict in Syria which is entering its ninth year in March 2019 has already produced devastating effects on the entire region and beyond. The long-standing humanitarian and development crisis has affected every domain of society in the Middle East and North Africa (MENA) region and the rest of the world. The most profound and devastating impact is on children and youth with most of them being forced to abandon their homes and currently residing in refugee shelters located throughout the region. Apart from the security concern, the Syrian crisis has limited children's access to educational services both inside Syria and in neighbouring countries hosting vast influxes of Syrian refugees (Chehab, 2016). The Government of Lebanon has been struggling to deal with the economic and social consequences of the conflict in Syria in addition to it pre-existing labour market challenges, pertaining to the limited creation of decent jobs and deteriorating labour standards in many employment sectors (ILO, 2015). The Lebanese Directorate General of Technical and Vocational Education (DGTVE) and TVET sector recognize the importance of the non-formal education system, acting as the forerunners in providing alternative education pathways for Lebanese and non-Lebanese youth. This paper focuses on the educational crisis in the MENA region caused by the enduring armed conflict in Syria and examines the Lebanese response to the problem in the context of international relations and UNESCO framework. It will discuss the importance of non-formal learning in developing the skills and attitudes of young people and the reality of non-formal learning in Lebanon and the steps needed for its recognition.

El artículo da cuenta de un trabajo de análisis comparado de las nuevas Bases Curriculares para la Educación Media Formación Diferenciada Técnico-Profesional (EMTP), Decreto N° 452, promulgado por el Ministerio de Educación en agosto del 2013 y de entrada en vigencia en noviembre de 2015, de manera de identificar los cambios propuestos en las prescripciones curriculares desde el Decreto N° 220 que en 1998 establece los Objetivos Fundamentales (OF) y Contenidos Mínimos Obligatorios (CMO) de la Educación Media hasta la fecha. El objetivo general de este trabajo ha sido responder la pregunta acerca de cómo ha cambiado el currículum de la EMTP en este período, qué se ha mantenido y qué se ha modificado y a qué responden esas transformaciones. En este marco, se identifican cuatro dimensiones que permiten describir las principales modificaciones en: 1) oferta de especialidades; 2) estructura de ellas; 3) perfiles de egreso y; 4) ámbito de formación transversal o genérica. Como corolario, se propone que esta evolución responde a un desarrollo acumulativo del modelo basado en competencias inaugurado el '98, que se expresa en una progresiva adopción y operacionalización de la nomenclatura y niveles crecientes de abstracción y especificación, que contribuyen a una mayor coherencia formal y sustantiva.

English Skills for Employability report - The report explored the context of integrating language learning into the national TVET qualification framework in India. It built on evidence indicating a need for varying language requirements in different job contexts across and within, the healthcare, hospitality and construction sectors.
We hope the findings of this research will be used to further support recommendations on creating a user-friendly, ground-up developed framework of languages which detail requirements for employability needs across both the organised and unorganised sectors. This is important given that the majority of employment, especially in the context of developing countries of South Asia, rests within the unorganised sector. We also explored factors that contributed to enhanced employability and mobility across these varied contexts.

In Kenya, TVET programmes in technical institutes of science and technology usually target the population of students who do not progress to secondary school and higher levels of education. However, while the number of students in schools continues to increase due to population growth, the number of school leavers enrolling in technical institutes of science and technology for various career courses has remained low over the years. This paper is a report of a study whose objective was to determine whether and how awareness and institutional accessibility influenced the choice of training by students in technical institutes of science and technology in Bungoma County in Kenya. The study was guided by social cognitive career theory of 1994 as posited by Lent, Brown and Hackett. A mixed methods methodology and descriptive survey research design guided the study. Purposive, stratified and simple random techniques were employed to select the research sample. The sample comprised of students pursuing Artisan Certificate and Diploma levels of training. A sample size of 291 students from a population of 1124 was used. The data was collected using questionnaires whose reliability and validity was tested and determined. Descriptive statistics was used in data analysis with the help of the statistical package for social sciences (SPSS) programme. The results indicated that students were aware of TVET institutions but were unaware of the courses offered and the entry requirements. These could be among the factors contributing to low enrolment in TVET institutions in the region. Most of the TVET institutions in Bungoma County were accessible by the students. The study recommended that the TVET institutions should advertise their courses more especially by sending their brochures to primary and secondary schools.

The Republic of South Sudan, recently emerging from the longest civil war in contemporary African history, has set goals towards post-conflict reconstruction in many areas of social services. However, the educational infrastructure continues to struggle, and many stakeholders in government and international and local organisations are not sufficiently aware of the needs, challenges and opportunities that face the implementation of technical and vocational education and training (TVET) in the country. Preparing future generations of youth and adults with in-demand technical skills and retraining ex-combatants to enter a peacetime workforce is essential to the development and growth of South Sudan. As a first step towards creating the foundation necessary for post-conflict training, we collected and analysed qualitative data from focus groups, in-depth interviews, field observations, and archival documents and identified three interrelated elements that require attention for the effective development of TVET: political climate, curriculum and delivery options. The resulting findings offer a starting point for addressing some of the key constraining factors for the important job of TVET development in South Sudan.

Kajian ini bertujuan untuk melihat kedudukan sebenar Kolej Komuniti yang merupakan salah satu daripada ratusan institusi TVET awam dan swatsa di Malaysia di bawah Kementerian Pendidikan dari perspektif undang-undang dan sebagai satu usaha dalam mengukuhkan kedudukan Kolej Komuniti yang semakin berkembang di hari ini. Kajian ini antara lain akan memfokuskan tentang isu kesamarataan kedudukan Kolej Komuniti bersama Politeknik seperti yang telah diperuntukan di dalam klausa (c) Akta Pendidikan 1996 dan juga kesan yang boleh dijangkakan sekiranya peruntukan sedia ada tidak digubal. Dalam isu pemerkasaan Kolej Komuniti, kajian ini cenderung kepada mengenal pasti keberkesanan penstrukturan semula organisasi Jabatan Pengajian Politeknik dan Kolej Komuniti dan juga kesan langsung kepada konsep asal penubuhan Kolej Komuniti. Perbandingan maklumat dari segi pengambilan pelajar, peruntukan kewangan, kemudahan fasiliti dan kejayaan yang telah dicapai oleh warga Kolej Komuniti akan dibincangkan secara rasional sebagai satu langkah dalam mencari penyelesaian memperkasakan Kolej Komuniti. Kajian ini juga mencadangkan langkah penyelesaian bersifat sementara dan tetap yang boleh diaplikasikan untuk mengukuhkan kedudukan Kolej Komuniti di bawah Kementerian Pendidikan Malaysia. Dengan menggunakan kaedah kualitatif yang bercirikan temuramah dan juga hasil kajian lepas sebagai sumber, hasil dapatan kajian kemudianya boleh diolah dalam membentuk satu polisi khusus untuk Kolej Komuniti dan juga sebagai medium penambah baikan struktur organisasi Jabatan Pengajian Politeknik dan Kolej Komuniti.

The aim of this study was to examine the reasons on why some students frequently missed school. Chronic absenteeism is a prevalent problem across schools and it requires comprehensive analysis in order to be properly resolved. Six students from the construction technology programme at Keningau Vocational College were selected to be the subjects of this study as these students recorded high rate of absenteeism. Two stages of interviews were carried out in order to examine the root causes of their truancy and two root cause analysis methods were used to categorize and narrow their reasons. These tools were Fishbone Diagram and 5 Whys. The findings showed that there were six main factors: student, environment, transport, school, family and teacher. It was suggested that there are several ways that can be developed in order to overcome this issue and that involve coordination efforts from the school, parents, students and community to facilitate transportations, revise school rules, foster effective communication between teachers and students as well as train students to manage their time effectively.

We seek to identify whether there are any gaps with regard to the objectives of a national TVET policy. Consequently:
• We explore to what extent youth employment and inclusion concerns are integrated within the overall national development framework, via the skill development objectives of the National Youth Employment Strategy, of the National Youth Commission, and how these concerns could be better covered through the launching of an Employment Observatory as proposed by the mission.

• We elaborate on our view that the overall public institutional framework for the management and organization of TVET is characterized by too many functional administrative authorities with lack of clarity and specificity of roles and responsibilities.

• Based upon insights from our review of the most recent and relevant policy documents and our consultations and interviews, we propose some ideas for a revision of the Draft National TVET Policy (DNTP) in the context of a comprehensive reform plan for TVET, with a special focus on the governance issues.

Following this Introduction (section 1), the Report comprises:
. An Executive Summary (section 2);
A Section 3 on Review of the Draft National TVET Policy and Steps for its Finalization;
A Section 4 on Overall TVET Governance Arrangements in the Broader Perspective of TVSD;
A Section 5 on Issues Relating to the Labour Market;
A Section 6 on TVET Policy Oriented Research and Monitoring.

This paper overview the NEED for qualitative Technical, Vocational Education and Training TVET in Nigerian education system and highlights the current National policy on education, the number of Technical colleges available in the country. It also examine the National board for Technical education, the contemporary criteria and standards for TVET accreditation system, the Implementation and Evaluation procedure, then it highlights  the present status of TVET in the country. The paper goes on and examines the Principles and Strategies for ensuring Qualitative TVET in Nigeria, its significance and role concerning the development, the challenges ahead as well as possible suggestions and recommendations for moving it forward with enhanced effectiveness for the benefit of the nation and incoming generations.

Career choice has always been a very challenging venture for most students in their transition from secondary school to higher learning institutions in most countries. Many factors come to play including self-motivation, influence by peers, parents and even performance in high school examinations. In Kenya, enrolment in market driven courses like engineering and hospitality has remained below capacity despite efforts by the Kenya government to boost it. The main objective of this study was to determine the factors that influenced trainees in their career choice in TVET institutions in North Rift of Kenya with the aim of assisting TVET institutions gain strategies to address skewness witnessed in enrolment in market driven courses. Survey research design was adopted for the study. The population for the study constituted of students and TVET providers in the TVET institutions in North Rift Kenya. Stratified random sampling technique was used to group students into the respective courses undertaken in the TVET institutions and simple random sampling technique was applied to select 316 respondents proportionately from the different strata. Questionnaires were the main research instruments used in the collection of data. Data collected was analyzed using descriptive statistics in SPSS and results presented in tabular and graphical forms. The research findings showed that student’s career choice was influenced by seven main factors. Among the recommendations was that secondary schools should come up with a career sensitization programme each year to help learners be better informed on available careers and current trends in the job market.

This study was embarked on to find out in the opinion of Technical Vocational Education and Training (TVET) Educators, reasons responsible for youths’ negative perceptions toward TVET with the aim of proffering strategies for positive value re-orientation of the youths on the role of TVET for sustainable development. The study was carried out in Rivers State of Nigeria. Three reserach questions were posed. Questionaire was the instrument used in data collection, while statistical mean was used for data analysis. Results showed that TVET educators are well informed of the importance of TVET to national and sustainable development. Also, the study revealed some factors that may have informed the perception of the youths to regard TVET programme as not valuable as general education. Finally strategies identfied as measures to be adopted for value reorientation of the youths towards TVET include among others: same admission requirement with all other educational programmes; admission st...

Abstrak: Pembelanjaran Hasil Objektif (PEO) adalah satu set pertanyaan yang menerangkan hasil-hasil pembelajaran yang perlu dicapai oleh pelajar selepas tamat mengikuti sesuatu program akademik. PEO
penting dalam mengukur Pembelajaran Berasaskan Hasil (OBE) dalam mencapai keperluan pengiktirafan Malaysian Qualification Agency (MQA). Oleh yang demikian, Kolej Komuniti Malaysia perlu menganalisis hasil pembelajaran graduan yang telah tamat untuk melihat keberhasilan program yang ditawarkan. Kajian ini secara khusus menfokuskan perbandingan hasil pembelajaran 2 program iaitu; Sijil
Sistem Komputer dan Rangkaian (SSK) dan Sijil Teknologi Elektrik (SKE) di Kolej Komuniti Bandar Darulaman. Responden terdiri daripada graduan program tahun konvokesyen 2016 hingga 2020. Analisis data
adalah berbentuk deskriptif dengan menganalisis menggunakan peratus, min dan sisihan piawai. Hasil menunjukkan kedua graduan program memberikan respon positif kepada hasil pembelajaran yang
diterima. Walaubagaimanapun, program elektrik mempunyai nilai min keseluruhan yang lebih tinggi berbanding program komputer

Many factors influence students in choosing Computer Engineering majors in Sekolah Tinggi Teknologi Payakumbuh (STT Payakumbuh) such as parent factor, peer factor, individual personality factor, university image factor and job prospect. To find out it was taken the sample data using the instrument on computer engineering students in STT Payakumbuh and in the analysis by using multiple regression correlation techniques.
Based on the result of t test, it is known that the two independent variables have an effect on the decision of the students to choose Computer Engineering department at STT Payakumbuh because it has sig value <0.05 that is individual personality factor and factor of parents whereas the other four independent variables are stated have no influence to the student decision Computer Engineering at STT Payakumbuh because it has sig value> 0,05.

Keywords:Factors, T test , Variables, Sig

The thrust of this study was to make an exploration of the challenges that Technical and Vocational Education and Training Institutions face as they try to produce competent and qualified graduates in Zimbabwe under the reforms of competence based education and training and modularization. This study also examines the challenges being faced by TVET graduates in acquiring competencies for the occupations they are being trained for the period 2011 to April 2013. Questionnaires were administered to TVET trainees and trainers. The data obtained was entered into Portable IBM Statistical Package for Social Scientists (SPSS) version 19.0 in descriptive statistics. The main challenges obtaining from the data collected showed that there was lack of training materials for the various workshops, obsolete training equipment, large classes, inadequate learning facilities, absence of industrial synergies, and poor exposure for the TVET trainees during On Job Training (OJT), weak performance of the economy, curricula and industrial expectation variances.

Similar to other science subjects, basic technology recorded poor secondary school students’ performance both in national and international examination. Furthermore, there are large variations in performances of Nigerian students that raise concerns. These differences in performance may be caused by multiple factors that need to be identified. The aim of this study is to identify the factors that influence students’ performance in basic technology. Four research questions guided the study and four hypotheses were tested at the .05 level of significance. The study used the survey research design method with 218 principals of secondary schools in Delta South Senatorial District in Delta State of Nigeria as the target population. The stratified random sampling technique was used to select 65 principals (32 from public and 33 from private secondary schools) as sample of the study. The instrument for data collection was a questionnaire which was content and face validated by three lecturers. The test-retest method was used to ascertain the reliability based on 20 principals who were not part of the population under study. The estimated reliability r= 0.73. Data was collected personally by the researcher and was analysed using ANOVA (Analysis of variance). The result revealed that multiple factors; schools’, students’, government, and parents’ factors influenced students’ performance in basic technology with lack of resources underlying these factors. Hence, it was recommended among others that Delta State Ministry of Basic Education should adequately provide the required resources for the teaching and learning of basic technology in secondary schools in Delta State.

This handbook explicates the quality enhancement approach developed and implemented in the TVET sector in Sri Lanka from 2015 to 2017.

It goes well beyond the ISO Standards, simplifies and provides easy-to handle tools--and most of all, motivates all players in TVET to join in!

This book elaborates the quality concept in Volume 1, especially with respect to the core of quality, good teaching and learning, but also in terms of the basics of competence-based teaching, principles of good learning as well as good leadership in TVET.

Africa’s weak supply response has been identified as the most important impediment to the continent’s increase in production. The paper addresses the important human capital supply-side aspect of Africa’s on-going structural transformation, which is a pre-condition for increasing Africa’s supply capacity. We proceed by drawing on the overview chapter of the 7th edition of the AEO Report, that focuses on technical and vocational skills development (TVSD). This is done by examining 35 countries, which together accounts for some 87 per cent of Africa’s population and 95 per cent of its economic output. The paper briefly describes the evolution of TVSD in national and international agendas. Then it discusses the delivery of TVSD in the informal sector and formal sector in Africa. We then analyse access to TVSD in Africa, which is followed by a presentation of results from lessons learned from TVSD Reforms in the 35 African countries surveyed. Challenges and bottlenecks are explored, while highlighting a few examples of good practices. Finally, we conclude by discussing a few policy implications and by identifying priorities for further research.

Technical and vocational education and training (TVET) plays a pivotal role in economies of South Asian countries and needs rational and effective mechanisms to deal with the challenges and provide education and readiness for the world of work in formal, non-formal and informal labour markets. Strengthening the TVET systems’ quality assurance is the key to sustainable development in the region. This publication is evidence of the remarkable efforts by UNESCO-UNEVOC to share insights and experiences on quality assurance of TVET systems in the South Asian region.
The outputs that came out of the rich deliberations at the sub-regional workshop “TVET Systems for Sustainable Development: Innovations and Best Practices in Quality Assurance of TVET in South Asia” held in February 2017, were instrumental in synthesizing this report. This has special focus on practices and approaches in quality assurance of TVET systems and qualifications at the national level with practices that could be useful for policy learning or even adaptation within the countries in region.
In this exercise, country-level reports detailing national qualification systems, their quality assurance, and associated challenges and prospects were collected before the workshop. Afterwards, a synthesis of country-level experiences, promising practices and lessons learned that can guide and support future review and implementation of actionable reforms across the cluster was performed considering rich deliberations at the workshop. Therefore, this report will help capacity development, policy learning, knowledge exchange and even adaptation of promising practices at the institution level.
Quality assurance frameworks in Afghanistan, Bangladesh, India, Iran, Pakistan and Sri Lanka were selected for the study and comparative analysis was conducted to highlight mutual learning points, especially in innovations and best practices in quality assurance of TVET in each country, focusing on qualification frameworks. Quality assurance criteria, validation and accreditation, and mechanisms for assessments in non-formal and informal settings were discussed in the report, with inquiry into national capacity to support assuring the quality of TVET qualifications.
The role of quality assurance at the training delivery plays an important role for making TVET systems more responsive and relevant to the labour market. Effective approaches and strategies of advocacy and vision building through awareness, human capital building, necessary training and learning activities, are key to the effective and efficient TVET systems for sustainable development.

Asni Nor Rizwan Abdul Rani, Fariza Khalid (2017). Memperkasa pengajaran dan pembelajaran teknologi kimpalan melalui penggunaan augmented reality. Prosiding Seminar Pendidikan Serantau ke-VIII (2017),262. ABSTRAK Melalui pelancaran Pelan Pembangunan Pendidikan Malaysia 2015-2025 Pendidikan Tinggi, beberapa langkah telah diperkenalkan bagi melonjakkan pencapaian graduan dalam bidang Technical And Vocational Education And Training (TVET) yang antara lainnya termasuklah intervensi khusus dalam pengajaran dan pembelajaran bidang ini. Kajian ini bertujuan untuk mengenalpasti pendekatan pengajaran para pengajar dalam bidang TVET khususnya bagi subjek FWD 11102 The Fundamental Welding Method Of Oxyacetylene Welding (OAW) And Shielded Metal Arc Welding (SMAW) di Malaysia France Institute. Enam aspek utama berkaitan subjek ini adalah keselamatan , keperluan simulasi sebelum penggunaan mesin sebenar, kebolehan mempraktik dan memahirkan diri, keperluan mengenalpasti kesalahan serta membetulkan teknik kimpalan, membuat penilaian serta kesimpulan pembelajaran pelajar dan penjimatan kos bercirikan teknologi mesra alam. Ciri-ciri AugmentedArc Augmented Reality Welding System dapat mengadakan penambahbaikan tersebut dan disyorkan penggunaanya. Cadangan lain adalah dengan keupayaan AugmentedArc, ianya dapat digunakan dalam subjek kaedah kimpalan jenis lain seperti GMAW, FCAW dan GTAW serta menjadi pencetus idea bagaiamana pembangunan Augmented R eality (AR) seumpama ini boleh membantu dalam Pengajaran dan pembelajaran. Sebagai kesimpulan AugmentedArc mencapai objektif sebagai alat penambahbaikan pengajaran dan pembelajaran Program TVET dan menyumbang kepada pencapaian matlamat Pelan Pembangunan Pendidikan Malaysia dan Rancangan Malaysia ke 11.

The age of artificial intelligence is young in years but advanced in impact. Intermediate skill jobs as we know them are fast disappearing as their tasks are systematically automated, and individuals are increasingly likely to encounter AI technology in their everyday lives. In fact, fifty percent of organisations worldwide report using some form of AI in their operations.
It is clear that AI has broad implications for the whole of humanity, and therefore on the education and training institutions that equip lifelong learners with the skills to navigate both work and society. A wide range of institutions and other stakeholders have risen to the challenge through research and innovative programmes, paving the way for a better understanding of AI’s potential – and its pitfalls.
This report synthesizes research on current trends, programmes, policies and uses of AI related to technical and vocational education across six continents, covering developing and developed contexts, as a resource for stakeholders invested in the future of intermediate-level workers and TVET. Lecturers, students, administrators, policy-makers, programme implementers and lifelong learners are invited to examine current practices, opportunities and challenges raised by AI, and recommendations to build a future-ready education and training system.

This study aims to design Courseware Multimedia Interactive Learning Weblog Engineering Hydrology. Model design and development Hannafin Peck as the basis for instructional design model. This study is an extension of the requirements analysis phase was carried out. In this study, explain and discuss the design development phase of the four criteria which have to be taken into account, namely, the design of the courseware content, learning and teaching design strategy, design description and design of multimedia elements towards the construction of a storyboard, flowchart and prototypes. Methods and learning strategies based on behavioral theory, the theory of constructivism and cognitivism theory multimedia learning using interactive multimedia courseware in learning weblog Engineering Hydrology courses can improve learning outcomes and teaching in accordance with Bloom's Taxonomy and Anderson. The results of this study are used in the development phase of the courseware. The instrument using interviews and questionnaires intended. Analysis using SPSS with Alpha Cronbach 0.965. As a result, it can improve the skills and high student achievement. A modified Delphi technique with the establishment survey instrument using interview questions in the first round to open up ICT specialists, content specialists Engineering Hydrology and Engineering Hydrology expert instructor courses and produce questionnaire in the second round. Meanwhile, the third round was to get agreement needs of developing Interactive Learning Courseware Mutimedia Weblog for the course Engineering Hydrology. Data analysis to determine the level of consistency between the analysis of the sample using the Wilcoxon signed-rank test.

Pembelajaran mudah alih atau m-pembelajaran merupakan satu konsep pembelajaran secara maya dengan menggunakan peranti
mudah alih dan membolehkan pengajaran dan pembelajaran (PdP) berlaku tanpa mengira tempat dan masa sama ada secara
pembelajaran kendiri atau berkumpulan. Kebolehgunaan aplikasi m-pembelajaran juga turut bergantung kepada pengguna untuk
keberkesanan dalam penerimaan terhadap aplikasi m-pembelajaran. Walaubagaimanapun, kajian terhadap m-pembelajaran yang
sedia ada menunjukkan terdapat kekurangan dalam menepati keperluan pengguna iaitu penglibatan pengguna secara berterusan
dari awal hingga akhir proses pembangunan. Berdasarkan kajian awal, institusi Latihan Teknikal dan Vokasional (TVET) masih
mengamalkan proses pembelajaran secara konvensional dan tiada pendedahan terhadap m-pembelajaran. Justeru, tujuan kajian
adalah untuk mengesahkan kebolehgunaan aplikasi m-pembelajaran TVET mengikut keperluan pengguna berasaskan tiga aspek
utama iaitu; peranti, pengguna dan sosial. Skop kajian adalah pelajar TVET sebagai pengguna m-pembelajaran. Kajian dilaksana
menggunakan metod reka bentuk berpusatkan pengguna dengan melibatkan empat fasa iaitu analisis keperluan pengguna, reka
bentuk model, pembangunan prototaip dan penilaian kebolehgunaan. Berdasarkan hasil penilaian kebolehgunaan aplikasi m-
pembelajaran menunjukkan tahap kebolehgunaan adalah tinggi yang mana pelajar TVET boleh menerima aplikasi tersebut dan
sesuai digunapakai dalam PdP sekali gus dapat meningkatkan kualiti PdP di institusi TVET khususnya di institusi latihan
kemahiran awam seiring dengan matlamat negara untuk menuju negara maju dan melahirkan tenaga pekerja yang mahir pada
masa akan datang.

Skills development needs to be strengthened in Sierra Leone, not only via reform of the general education system but perhaps even more so via reform of technical and vocational education and training (TVET). The issues to be addressed would include: an examination of the current state of skills training in the country, including the institutional and organizational environment for training; analysis of the role of the government in TVET and the role of the nongovernment sector; ways to improve skills development for the informal economy; and tackling the many issues in the financing of skills development (such as resource mobilization,allocation mechanisms, and financing enterprise-based training). Indeed, there is general agreement that TVET in Sierra Leone needs a new focus and a new direction to make a contribution to rapid development in the country and help address the serious problem of youth unemployment and underemployment.
The review paper on TVET experiences in various regions around the world by Christian Kingcombe should, inter alia, contribute to informing the Sierra Leone authorities as they seek to develop a comprehensive design and implementation of strategies for TVET in Sierra Leone. Among other topics, the paper reports findings which indicate that the majority of TVET interventions appear to have positive labour market impacts for participants in terms of post-programme employment and earnings. The paper then proceeds to address many of the important questions that the Sierra Leone authorities are facing as they try to develop a comprehensive TVET programme, namely: (1) the organisation for the development and implementation of a national TVET policy (2) the major elements of a national TVET policy; (3) the linkage between general education and TVET (4) the role of formal schools versus enterprises in TVET; (5) policies for ensuring good quality in TVET; (6) strategies and structures for non-formal TVET; (7) linking TVET with the requirements of the labour market; (8) the training of TVET teachers and instructors; (9) ways of addressing socio-economic factors such as public perception problems and inequities in access to TVET; and (10) aspects of the numerous policy issues associated with the financing of TVET. TVET is not the only area of human capital development where Sierra Leone is lagging. The literacy rate is Sierra Leone is low; achievement in science and mathematics is poor, mainly because of lack of teachers and facilities; there is enormous overcrowding in classrooms; and last but not least women’s education and skills training (and hence formal employment) seriously falls below that of men. This last subject matter is the concern of Agnes Pessima in her contribution in this volume. Agnes Pessima’s paper argues that girls and women’s low level of education and training is responsible for women’s low representation in formal sector employment in general and their clustering in the margins of business organizations and government departments. Pessima discusses Sierra Leone government’s policies and intervention strategies to raise the educational status in the country of girls and women, and the outcomes of the interventions. Government, for example, has made efforts to reduce school fees and cost of books, and not letting pregnancies permanently prevent girls from completing their schooling mainly by allowing them to return after delivery to complete their schooling. But other problems that are influenced by culture and by attitudes of teachers and parents are much harder to address. These include early marriage of girls, heavy domestic workloads for girls that affect their concentration on school work, and deliberately pushing girls into certain subjects in general education and certain skills in TVET both of which can give them a disadvantage in employment and income opportunities in the market place. Pessima makes suggestions to help reinforce the various initiatives and interventions which have been so far successful to become even more so. In that context, inter alia, she suggests actions such as training and sensitization of teachers,parents and others to enable them to counter the cultural and other obstacles which still dampen girls’ enrollment and attendance in schools and make them hesitant to enroll in certain subjects and skills training courses.