Challenges Faced By Students At Tvet Colleges

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Challenges Faced By Students At Tvet Colleges

Challenges Faced By Students At Tvet Colleges

The role of technical and vocational education and training (TVET) colleges in providing students with practical skills for a variety of industries is important. While TVET education has many advantages, it also has its share of difficulties. This essay will examine the typical challenges that TVET college students frequently encounter and offer workable solutions to them.

Here are some of the challenges technical and vocational education faces:

1. TVET does not respond to the demands of the market and the needs of the industry.

Many of those leading the TVET system look at the industry not as partners but as a source of funds. They have no desire to develop partnerships with the industry beyond funding.

2. TVET does not promote the priorities of the Government, especially its economic policy.

TVET, being part for a long time of education, still sees itself as part of a social policy not of economic so TVET managers are not even aware of the country’s economic priorities.

3. Most developing countries put less value on TVET than on university or college tertiary education.

Parents and the community as a whole look down on TVET so bright students often veer away from this and TVET became the dumping ground for those whose academic capacity is not up to the requirements of higher learning.

One high school offering TVET divided the students into the Science group and the TVET group based on average academic performance.

In another school, the division is by the interest of the student, so students who want TVET enroll in Electronics or Automotive Construction. However, very few students opt for TVET, especially among the female enrollees. Two or 3 girls in a school year is what TVET gets. This really affects the flow of bright technicians to the industry.

4. Resources for TVET are very limited.

Equipment from previous investments is left idle due to the expensive trading supplies, no capacity to repair the imported equipment, and few know how to use it. Some of this equipment has already become relics of previous industrial requirements.

Not much contribution from the private sector has come in to support TVET. The private sector would rather spend money to train their own workforce than to ask TVET institutions to do so given the poor quality of the course offerings.

5. Lack of transfer across streams in the education system.

The idea of enabling students to move from one stream to another with ease so that they can see a better career path whichever entry they take is not getting much support in its enforcement.

Each part of the education budget guards its own offering with very little regard for the student’s needs or demands. There is not much sharing among institutions or private sector training.

6. Poverty is still a deterrent.

Many students leave school after primary or elementary or even secondary because they are expected to work and help with the family’s subsistence. There is no money to support their education unless an uncle finds scholarships for them.

I was told by hotel staff in a developing country that his whole secondary school class in the village was not able to go to college because they had no money. He was lucky after a year that his uncle found him a scholarship in a College-owned by someone from their village.

7. Weak participation from other stakeholders.

This largely results from the relevance of TVET programs and the lack of skills of TVET graduates in the industry. If the industry is strongly involved in TVET, chances are its graduates can easily find employment.

8. Lack of industry experience for many TVET teachers.

TVET institutions cannot really hire trainers from the industry as their fees are much higher. Often, TVET institutions have to hire graduates of the Government teacher training institution.

In one country, the graduate of this type of training institution is sent to technical colleges each year regardless of the school’s needs. These new teachers have few technical skills.

9. Lack of motivation for students to invest in TVET education.

Finishing TVET in many countries will not land them high-paying jobs. Whereas, TVET institutions offering courses relevant to the needs of the market are getting students working to support themselves in these courses.

This is true of Computer courses, Accounting, English, and Hotel and Restaurant Management. These courses attract many students because the industry wants them and many times, they are hired even without yet finishing the course. Students invest in courses that meet their needs.

​Most TVET institutions in developing countries have difficulty attracting students. They have fewer enrollees in their regular programs but have to turn back students from these more popular courses.

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Students can succeed in their TVET education and feel confident about entering the workforce by utilizing the resources that are already accessible, seeking out real-world experience, and cultivating strong relationships.

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