This research analysed the steadiness linking theoretical knowledge to practical skills for Technical and Vocational Education and Training (TVET) graduates in hospitality Management in the Western Region of Ghana. It explored how theoretical knowledge provided the foundation for understanding industry standards, management principles, and regulatory frameworks. A quantitative research methodology was utilized, whereby Cochran’s sample size determination formula aided in the selection of 200 TVET graduates, instructors and industry-based supervisors. Three sampling techniques; stratified, purposive and convenience were utilized (...) in the selection of respondents and solicit for primary data using a questionnaire whilst data was analysed using SPSS. The TVET institutions faced challenges in achieving a balance in theory and practice which often resulted in a mismatch between industry expectations and graduate competencies. Overemphasized theory resulted in graduates who possessed solid foundational knowledge but lacked hands-on experiences needed for operational roles. Industry collaboration, through internships and apprenticeships, played a crucial role in bridging this gap. Conclusively, a balanced curriculum, incorporating both theoretical and practical elements, are key to producing well-rounded graduates. Effective collaboration between institutions under TVET and the industry stakeholders was considered vital to ensure that training programs aligned with current industry demands. Commendably, curriculum development and industry partnerships can better prepare graduates to balance theory and practice in the hospitality industry, which can enhance employability and contribute to the sector's growth. (shrink)

In an effort to promote the development of skills among Vocational and Technical students of Colleges of Education (COEs) in Nigeria, this article focused on the evaluation of the most suitable means of financing Technical and Vocational Education and Training (TVET) amidst dwindling economy. The study employed a descriptive survey research design. Mean and standard deviation was used to answer the research questions while Analysis of Covariance (ANOVA) were used to test the hypothesis at .05 level of significance. The (...) researcher solicited for data from six Head of Departments (HOD), 34 Lecturers and five Directors of Academic Planning (DAP) of five COEs to provide answers to the most suitable methods of funding TVET. The instrument for the data collection was a structured questionnaire. The reliability of the instrument was determined using Cronbach alpha method which yielded Cronbach alpha coefficient of .87. The findings revealed that poor funding of the TVET sector in the COEs in North Central Nigeria had compromised the delivery of quality TVET. Hence, Government grants and Provision of special TVET TETFund among others were identified as the suitable means of funding TVET in COEs. It was recommended that adopting a germane source of financing TVET as identified in the current study would go a long way in sustaining TVET toward efficient production of graduates for the world of work. The findings would positively contribute towards resolving a myriad of financing challenges that are ravaging COE training providers to change TVET systems to yield the desired developmental outcomes. (shrink)

This review examines how personalized learning strategies affect Technical and Vocational Education and Training (TVET) colleges. Personalized learning is an adaptive instructional model that tailors educational experiences to meet the unique needs of each student. It has garnered significant attention for its potential to address the varied learning profiles of TVET learners. The review carefully evaluates existing literature to pinpoint key strategies, challenges, and outcomes related to personalized learning within the TVET context. A thorough methodology is employed (...) to analyze peer-reviewed articles, conference proceedings, and pertinent grey literature from the past decade. Key areas of focus include the impact of personalized learning on student engagement, skill development, academic success, and job readiness. Furthermore, the review investigates the technological tools and teaching frameworks that facilitate personalized learning in TVET settings, while also considering obstacles such as limited resources, teacher preparedness, and policy issues. Initial findings indicate that personalized learning methods can boost student motivation, enhance learning results, and promote career readiness among a diverse group of TVET students. Nonetheless, the evidence is still scattered, highlighting the urgent need for more research on effective and sustainable implementation strategies. The primary goal of this review is to lay the groundwork for future studies. (shrink)

Abstract: The aim of this paper is to establish how academic employees in technical, vocational education and training (TVET) College perceive the effects of psychological contract breach (PCB) in relations to job involvement and citizenship behaviour. Quantitative exploratory research design and a survey instrument were used to collect 170 samples from academic employees in a TVET College to share their perceptions of PCB. The findings confirm a significant (P-value .006) relationship between PCB and job involvement. There is a (...) strong indication that PCB has an effect on job involvement. The findings also revealed that there is a relationship between PCB and organisational citizenship behaviour. However, it is not significant since the (P-value was .119) in the regression analysis. These results are a consequence of academics not feeling a significant PCB, which might have explained better the relationship between PCB and organisational citizenship behaviour. Significantly, the paper established TVET College academics has a stable employer-employee relationship since there is minimal PCB. (shrink)