The practice of technical and vocational education and training in a developing country: An evaluative case study

Rapid advances in science and new technologies are transforming the way people in both developed and developing countries live, interact, learn, think, and work. As a result, the workforce needs to be flexible, self-reliant, knowledgeable, skilful, and equipped with generic skills in order to be able to meet the demands of changing technologies and the shift towards knowledge-based and service economies worldwide. Calls for institutions to demonstrate the quality of their training, globalisation, and education reforms have prompted the need to examine graduate attributes. This inevitably calls for the evaluation of the efficacy of training programs, technical and vocational education and training (TVET) included. The aim of this study was to investigate, from the perspectives of graduates and employers, the efficacy of selected courses in relation to their effectiveness in preparing graduates for employment, further education, and the acquisition of generic skills. This was achieved by an evaluative case study of the efficacy of two courses conducted by a polytechnic in Malaysia. A mixed methods research design was employed for data collection. Two instruments were developed. After a pilot study was conducted, the questionnaires were mailed to the participants. Twelve graduates and ten employers were subsequently interviewed. Data from the surveys were analysed using a predominantly nonparametric statistical approach while data from the interviews were transcribed and then analysed by content analysis. Employers and graduates were agreed and positive about the overall efficacy of the courses. Their perceptions of the generic skills graduates need to possess when entering the workplace also concurred. These generic skills were identified as communication skills, teamworking skills, problem solving skills, and time management skills. This finding suggests that the generic skills needed in the workplace were similar for graduates in developed as well as developing countries. Employers indicated they value the capacity to learn new skills and the ability to apply knowledge. Overall, both graduates and employers found graduates were adequate in knowledge but lacked technical, communication, problem solving, and critical thinking skills. Employers perceived diploma graduates as more work-ready compared to certificate graduates. Graduates identified group work, projects, and industrial training as useful. This study additionally fostered a deeper understanding of the elements that shaped and explained stakeholders’ perspectives which will help educators better understand and respond to the needs of employers as their learners, particularly in the context of TVET in a developing country