Stigma in Tvet Colleges

Stigma in Tvet Colleges

Stigma in Tvet Colleges

The value of technical and vocational education and training (TVET) institutes in providing students with the knowledge and skills they need to succeed in the workplace cannot be overstated. But stigma has always been a problem for these institutions, undermining the worth of TVET education. In this article, we are going to discuss the problem of stigma at TVET colleges, how it affects students, and how it’s important to dispel myths so that people may confidently embrace technical and vocational education.

TVET colleges are dedicated to supporting high-quality education and training for students so they may begin their careers with the skills and competencies they need. Learners gain crucial life skills that prepare them to confront the varied demands of the working world, which are more than just a paper diploma. Tvet colleges are also working closely with players and stakeholders in other industries to provide customized training programs to meet the demands of experienced, skilled, and qualified personnel.

Plumbing, cooking, sketching, and other technical skills can all be learned and developed at TVET colleges. Students are assessed on both their theoretical knowledge and their ability to demonstrate it in practice. You can get a certificate and become a qualified professional by attending a TVET college.

Stigma in Tvet Colleges: For decades, most developing African countries, including Ghana, have had TVET (technical vocational education and training) programs. However, their anticipated productive and imaginative output of producing readily employable and/or self-employed graduates, as well as serving as a genuine economic bailout for Africa’s collapsing economies, has yet to be realized.

This alarming trend has resulted in a stigma attached to the study of TVET programs in Ghana’s higher education institutions. As a result, this study briefly examines the history of TVET in Ghana, including the tertiary-based TVET institutions (particularly, polytechnics and universities). This study explores the fundamental cause of stigmatization and its accompanying repercussions on the nation, learners, and higher education institutions involved in such programs through in-depth investigation.

The study found: a lack of curriculum in TVET programs; logistical challenges due to insufficient funding; poor connectivity of TVET to industry; an unfair trend of incorrect categorization of graduates on the job; and a never-ending spiral of leadership crises.

Product and industrial design courses such as animation, game design, robotics, interior decoration, multimedia design, aircraft, automobile, and ship design, structural and industrial painting, and medical engineering should all be included in a more dynamic, innovative, and modern curriculum review, according to the paper.

Read Also: Tvet Colleges DHET

Stigma in Tvet Colleges

The study discovered: a lack of curriculum in TVET programs; logistical challenges due to insufficient funding; poor linkage of TVET to industry; an unfair trend of inappropriate categorization of graduates on the job; and a continuous chain of leadership crises using the comparative analytical methodology.

DE-STIGMATIZING TVET

First and foremost, a review of the current TVET curricula at all levels is necessary. This article suggests that the curriculum of technical institutes and vocational schools be revised in order to develop a common curriculum that will stop the dichotomy and parallelism that have existed between the two systems for decades with regard to TVET in senior high school and tertiary institutions.

This shared curriculum will combine the national goals and ideologies of the two systems, giving graduates equal possibilities in business and academic advancement. This hybrid program must last four years and include both classroom and internship components. This curriculum requires the development of an integrated mathematics syllabus with fewer core mathematics courses and a greater emphasis on applied mathematics.

Additionally, the integrated scientific curriculum needs to include more physics and chemistry courses. To keep up with contemporary industrial trends, the various professions’ current curricula need to be changed.

Challenges and Recommendations of  Tvet Colleges

CHALLENGE: The current structure of the South African TVET system presents a confusing mixture of redundant, conflicting, and underdeveloped programs.

RECOMMENDATIONS: It is advisable to combine upper secondary vocational programs into two main tracks—a school-based track and a work-based track—to better serve adult learners. It is also advisable to promote the development of post-matriculated diplomas and certificates, as well as pathways from initial vocational to academic programs.

CHALLENGE: Current TVET programs are insufficiently responsive to the current labor market.

RECOMMENDATIONS: Establish flexibility in a component of the curriculum that can be modified by the training providers; invest in improved data, especially on labor market outcomes; make workplace learning required for vocational programs; coordinate vocational provision through the strategic body.

CHALLENGE: Inadequate skills and qualifications of lecturers and the need to improve professional preparations of college leaders

RECOMMENDATION: Strengthen these instructors’ professional training, paying special attention to the harmony between teaching expertise and practical work experience. Promote effective college leadership by giving current and potential college leaders more organized training.

CHALLENGE: TVET colleges currently offer limited support for students with academic difficulties, and this reflects insufficient incentives at colleges to encourage completion.

RECOMMENDATIONS: Provide support to ensure adequate levels of literacy and numeracy; ensure adequate incentives for completion for both institutions and students; underpin pathways of progression with high‐quality career guidance. Stigma in Tvet Colleges

To apply to Tvet colleges, you’ll need the following documents:

In order to apply to any Tvet Colleges, you must provide the following documents:

• An email address that is unique and valid, as well as a phone number.
• 3 certified copies of the parent’s or legal guardian’s identification
• Learner South African applicants will require three certified copies of their identification.
• The passport numbers of foreign applicants will be required.
• a copy of your academic credentials (eg Senior Certificate)
• Proof of residency; a certified copy of your most recent results (Grade 9 or higher).
• Foreign qualifications that have been approved by SAQA
• Proof of medical coverage or insurance
• Permit to study in good standing

How to Make an Application

Get your application form first.

All new applications are now available online:

I consent to the TVET College using my e-mail address and cellphone number to communicate with me throughout the application process. During the application process, please make sure you include a valid and working e-mail address as well as one telephone number.

Step 2: Fill out the application form completely.

E-mail, ID, and cell phone number verification. Your ID, e-mail, and cell phone are used to verify your identity.

Step 3: Ensure that all supporting documents are attached.

All applicants who are beginning a new qualification must submit the following certified documents:

• Birth Certificate/Identity Document (Proof of New ID/Passport Application)
• Certificates/Qualifications
• Recent Academic Achievements
• Other account statements/billing documents for municipalities (not older than 3 months)
• a current study permit (Foreign national students)
• The Evaluation Certificate of the South African Qualification Authority (SAQA) (foreign qualifications).

Step 4: Fill out and submit your application.

You will receive a confirmation email containing all application details.

For more details, click HERE

Also, see: Tvet Colleges in South Africa 2024

For people to feel confident enough to pursue technical and vocational education without fear, TVET institutes must overcome stigma. They can foster an inclusive environment where students are inspired to confidently pursue their passions and aspirations by valuing and promoting the significance of TVET education, dispelling opinions, and showing successful career choices. Accept TVET education as a means to success and a vital factor in the expansion and improvement of our society.

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