Article Analysis
In the majority of the education systems, the high school curriculum is still mostly generalized. Learners are provided with abstract knowledge. Most specialization occurs in colleges and universities. However, such institutions are limited and are only accessible to the top performers in high school. The average and the low performers are cast out, without specific job skills, which puts them at risk of unemployment, low paying jobs, and socio-economic deterioration. To bridge the gap, TVET institutions assimilate the largest part of the lower performers and equip them with skills to perform specific jobs.
The articles compare in that they identify the effectiveness of vocational training to provide critical skills and expertise. Irrespective of the title given, vocational education is distinguished by focusing on imparting skills and competencies to enable the individual to perform a specialized role (Bostrom, 2013). In addition to providing access to technical training, vocational education also helps to ensure equity in education by providing training opportunities for people from the lower socio-economic group, young people, and women (Hilal & McGrath, 2017). The centers are distributed all over the country and are also affordable as compared to universities and colleges. Therefore, they are accessible to the less privileged. They offer them an opportunity to acquire critical skills that give them access to jobs and enable them to improve their living conditions (Makure, Mweha, & Chikwiri, 2013). Simultaneously, the TVETs also help sustain the current labor demands, particularly with mechanical and technical skills. The two sectors experienced a surge in demand in the industrial age, which saw the proliferation of machines and industries. Such jobs require hands-on skills not offered by mainstream higher education (Agrawal, 2013). The skillset also encourages self-employment, which fosters innovation, wealth generation, creating opportunities for others, and leading social transformation (Bartlett, 2009). Therefore, vocational training has been critical to society development and progress.
The articles also identified the need for the improvement of vocational training to access its full potential. Agrawal (2013) identified the need to streamline vocational education and link it to the market to ensure relevant training and avoid over-, under-, and unnecessary skills training. Bartlett (2009) identified the need for strengthening, organizing, and resourcing vocational institutions to make them more effective. The article also advises the assimilation of OE into the school system to enable retraining and further learning. Bostrom (2013) identified the need to provide individualized learning tailored to the students’ specific needs. VET should also offer diversity, teach technical over abstract skills, encourage participation, and provide the appropriate learning and working environment. Makure, Mweha, & Chikwiri (2013) identified that to maximize the impact of the Magunje VET Center; there was a need to establish a clear vision, strategic plan, and adequate funding. They identified that the institutions lack critical training materials, equipment, tools, and other resources, which hamper their efficiency. Hilal & McGrath (2017) identified the need for extensive social-political-economic reforms to give Palestinians freedom and development opportunities. There is also the need to recognize VET qualifications through policies, laws, and certification to enhance the acceptance of VET graduates in the job market.
The articles differ in the perception and implementation of vocational education. Based on different countries, some on different continents, the TVET institutions’ performance varies and affects development and social progress. Agrawal (2013) focuses on Asian countries. It identifies that Japan, Korea, and Singapore have fully developed the TVET system, which has helped provide a sufficient supply of technical skills that have facilitated rapid industrialization. On the other hand, countries like China, India, Pakistan, Bangladesh, Nepal, and Myanmar have poorly developed vocational education, contributing to skills deficiency and high unemployment levels. Bartlett (2009) focused on the Western countries where they identified that students are engaged in vocational education while in high school, enabling them to build expertise and boost employability. Even more critically, the authors determined that the process includes all stakeholders, which ensures relevance. Bostrom (2013) identified that vocational training is a bridge between secondary school and college in Sweden. The students are trained in preparation to join the university. However, the training is mainly theory-based and is not adapted to learning needs, which leads to low graduation rates. In Zimbabwe, VET is an independent education system under the Manpower Planning and Development Act to impart vocational expertise to the locals to qualify them for jobs. However, the centers are under-equipped, and the people lack empowerment and opportunities to utilize the acquired skills to create value (Makure, Mweha, & Chikwiri, 2013). In Palestine, Hilal & McGrath (2017) identified that the institutions managed by the Ministries of Education and Social Affairs have been critical to providing learning opportunities for the lower social group living below poverty levels and have been isolated by the education system leading to a lack of schooling and poor performance. The trainees acquired critical skills that helped them secure jobs.
Vocational education is critical to impart practical skills that allow specialization. However, different from the approach in most countries, VET should be accommodated in the education system as a transitionary level. To make them more effective, they should be carefully planned, equipped, and implemented to instill the necessary, job-oriented expertise