Increasing access can be better achieved by integrating or mainstreaming TVET into the traditional and compulsory school education system. Inte- grating TVET within the national school education system will provide greater opportunities for students to know that TVET is the next step beyond compulsory education. Many students in developing nations do not have the means to attend tertiary higher education but would gladly participate in more affordable TVET programs if they were available. This type of system would mirror what takes place in Germany, which has multiple tracks of learning after compulsory school education. 9 Fur- thermore, this integration could also provide dropouts of formal school education the ability to gain work skills, enabling better direct access to formal and well-paid employment. This in turn would allow for such students to make a more effective contribution to their communities and society in general. In many cases, students are unaware of the benefit TVET opportunities give them. An entrenched and largely historically-biased outlook that a TVET system reflects a deficit approach to education and training still prevails in many countries. New TVET activity in developing countries such as the former Soviet Republics of Central Asia, Vietnam, and Indonesia remains constrained by an outlook that TVET is inferior to a university education. This outlook prevails despite skill shortages in key industries, including mine operations, transport infrastructure, civil construction, plumbing, and automotive technologies. This situation is not necessarily the fault of The South African National Qualifi- cations Framework (SANQF) The SANQF was implemented with the intention of integrating educa- tion and training in order to boost skill and productivity levels and to facilitate mobility and progression within training and career paths. The SANQF provides a mechanism for awarding qualifications based on the achievement of specified learning outcomes prescribed by industry. The national qualifications framework (NQF) allows for accu- mulation of credits and recognition of prior learning, which promotes the culture of life-long learning. Source: International Journal of Vocational Education and Training. Vol. 17, number 2
Principles and Strategies of a Successful TVET Program the TVET program or the country, but in many cases is due to history and geography. Many TVET programs are established in urban areas owing to the cen- trality of industry linkages in vocational education and training and the overall advantages of a larger population. Rural and remote areas are often left out of the TVET mix, and as a result of this, rural TVET colleges become under-resourced and lose relevance. Frequently, rural youth move to urban areas seeking further education and employment. Not having the required skill base, such youth face lengthy periods of unemployment or under-employment and cannot contribute to a developing economy. This situation aggravates the ever present youth bulge which eventually leads
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- Fall '09
- Vocational education, Vocational school