What role does Technical and Vocational Training play in a

national economy?
By: Wangu Mwenda
Education is a term that can be described as achieving a higher
understanding of a concept or field of study. This allows individuals to
overcome handicaps and have a greater awareness to what is around
them. In the long run, education not only benefits the individual but
also impacts the whole country in ways such as shaping the culture of
the society and the economy. However, there is a felt dissimilarity
between the occupation of an electrician and a college professor. The
scenario demonstrates the hierarchy that modern civilizations have
built which put white-collar jobs over that of blue collar. Undoubtedly,
developed countries have a greater tertiary sector than the other two.
Yet the reason why these countries have been afforded the luxury to
dedicate focus in this particular division is because they have done
remarkably well in the other two regions hence not much attention is
needed. Developed education systems now have adopted theoretical
approaches at learning.
Vocational education is a learning method, which produces expertise in
specific trades. The education develops students technically, skillfully
and scientifically so to span their knowledge across the aspects of
trade. Vocational education can be done at secondary or postsecondary level. Further education and higher education level can be
integrated with a related apprenticeship style of learning. Technical
and vocational education and training (TVET) creates the opportunity
to tackle on two major challenges. This includes closing skills gaps and
reducing unemployment. However, TVET suffers from a lack of
recognition and the impression that it holds an inferior status to the
general academic education. In many countries whether developed or
not, students, parents and career advisors stand strongly on the side
of a traditional education and see TVET programs as second tier which
relates more to students who have lower aspirations or are less
academically able to preform. This consequently leads to TVET schools
being perceived as lower quality, and in turn, limits investment in
them. With insufficient investment, TVET schools increasingly suffer
from inferior infrastructure relative to traditional education channels
and have less money for teacher training, curriculum upgrades, and
the equipment needed for students to learn the required skills.
According to Eurostat Europe indicators for the year 2011, youth
unemployment stood at 21% in the UK, 9.4% in the Netherlands and
only 8.1% in Germany. Its a view also held by the World Bank in a
2013 report that vocational courses have a positive impact on NEET

rates and youth unemployment: "In cross-country comparisons it is

generally found that countries maintaining a substantial dual
apprenticeship system, i.e. Austria, Denmark, Germany and
Switzerland, exhibit a much smoother transition from school to work,
low NEET rates, low youth unemployment and below average repeated
unemployment spells than other countries. UNESCO has also gone
ahead to state that Life skills are vital for poverty reduction, economic
recovery and sustainable development.
Germany
The German schooling system begins its candidates at the age of six in
the first year of a Grundschule. Most children attend the Grundschule
for four year and afterwards transfer to one of the four following types
of secondary school: Hauptschule (Klasse 5-9 or 10), Realschule
(Klasse 5-10), Gymnasium (Klasse 5-10), or Gesamtschule. When they
finish Secondary level I, students can obtain a leaving certificate and
/or the Mittlere Reife examination. Depending on what they obtain,
they can then start work, do vocational training, go to a vocational
school, or continue in / transfer to a Gymnasium which can enable
them, to study at a German university or equivalent.
The core of Vocational Education and Training (VET) in Germany is the
so-called Dual System (usually 3 years apprenticeship in enterprises or
other workplaces, combined with one or two days per week in a
vocational school). The greater part of VET in Germany is organized
and financed by the private sector. Traditionally more than two thirds of
the age cohort entered apprenticeship; still today, more than 50% do
so. It is a highly political issue in Germany to make sure that more than
600,000 apprenticeship seekers per year find a place for vocational
education.
Recent examples of integration of the German system can be found
across different parts of the world including Chile, Egypt and Indonesia.
The governments of these countries are convinced that the German
VET system is one of the main reasons for Germany's economic
success.
Mexico
Mexico is the worlds 14th largest economy. Some experts also predict
it to become the worlds eighth biggest by 2050. Therefore, much
investment is being focused into vocational education and training.
Basic compulsory education in Mexico includes primary education,
which is six years and lower secondary education. This stage lasts for
three years and on completion, students have the choice to pursue
further studies in upper-secondary education, which lasts for a period
of three years. The stage is unlike the other two categories as it is noncompulsory and has three pathways:

General upper-secondary
Technical professional education
Technological upper-secondary
The upper secondary level has approximately 4.2 million pupils. After
what is considered an effective completion of upper secondary,
students are invited to the different possibilities come with studying at
an institute of higher education. Studies show that nine percent have
decided to pursue the vocational pathway as a substitute route to
general education.

On 9 June 2015, the governments of the Federal Republic of Germany

and Mexico came together to sign a Joint Declaration of Intent on
cooperation in vocational education and training. Both governments
have committed to contribute equal shares to a total funding volume of
10 million in order to develop the Mexican model of dual vocational
education and training (MMFD)
The German Federal Government has been a helpful aid the process of
the integrating of the MMFD in eleven federal states since the
beginning of 2014. The aims for 2015 are to extend the MMFD to six
further federal states, to enhance and improve the model in the
measure of quality and to increase the number of dual training
courses.
Nigeria
The education sector is divided into three sub-sectors: basic (nine
years), post-basic/senior secondary (three years), and tertiary (four to
seven years, depending on the major or course of study). Education in
Nigeria is provided by public and private institutions. Post-basic
education includes three years of senior secondary education in either
an academic or technical stream. Continuing education options are
provided through vocational and technical schools.
High unemployment has been leading crisis as it has lead to increasing
poverty and serious social problems in Nigeria. Coincidentally, there
has been a decline in TVET enrolments. In fact, less than 1% of
secondary education was oriented towards technical and vocational
skills. This prompted the need to revitalize TVET as the best means to
improve economic opportunities for the youth of Nigeria was evident.
A cost-sharing project agreement between UNESCO and Nigeria
Federal Ministry of Education was signed in December 2000 to revise
curricula for secondary Technical Colleges and post-secondary

Polytechnics and establish a new system of continuing technical staff

development and training. Yet for a country that is pursuing the goal
of becoming one of the worlds 20 largest economies by the year 2020,
TVET should be a prime factor to consider.
It is widely accepted that Nigeria needs new skills in the construction,
oil and gas and other skill intensive industries. Given the dominance of
traditional apprenticeship systems, many of the potential workers in
these sectors are not adequately trained, and therefore the sector is
saturated by internationals including Filipinos, Chinese, Beninese,
Togolese and Ghanaians. In a country with around 23 per cent
unemployment, the issue can be tackled and minimized if the right
investments are made in technical skills development and training.

Possible Scenarios
Lets say, you come from a very poor background and live in one of the
major slums in the city. Although education had never been an option
due to finances, the country has now adopted the policy of free
primary and secondary education to every citizen. You now attend
formal schooling. However, you're parents both are not making enough
money to support the family. They persuade you to get a job instead so
that there can be food on the table. As you reflect on the opportunity
cost, you come to the conclusion that a job with instant benefits of
cash is worth more than a diploma years down the line.
Congratulations! You did graduate after all. Nonetheless, you now only
have a high school diploma for employers to see. You look through the
job advertisements and realize that many of the requirements require
college degrees, which you can never be able to afford.
You have now won a full scholarship to attend one the countries public
universities. You spend an additional four years in college while
maintaining small jobs on the side. This is sure to get you the job that
you wanted. You graduate with a bachelors degree but due to the high
number of graduates that year, many employers are seeking those
with masters degrees. It takes very long to find a job and this creates
more difficulties in your life.
Possible courses of action

Funding towards development many Vocational schools are

having trouble because they do not have the access to better

learning materials. Realistically, few people can access higher

education whereas TVET has the potential to meet market
demand. This can be achieved by national and international
means such as government aid and international aid such as
NGOs.
Awareness changing the narrative is an important solution to
help improve the state of TVETs. Stereotypes and assumed
hierarchys are dangerous especially in LEDCs where there is
high unemployment.
Conducting formal and regular market surveys in order to
establish the skills required by prospective employers and the
equipment in use in the job market.
Combining practical and theoretical rather than an either or
approach so that balanced learning can take place and the
student can acquire multiple skills.
TVET curricula should include basic entrepreneurship education
in support of self-employment. To promote a sustainable link
between training and the world of work, industrial attachment
should be strengthened.

Research based personal perspective

For my research, I went to ask parties from two contrasting educational
methods. I interviewed a friend who had schooled in the national
schooling system that teaches mostly at a theoretical level. I also took
the opportunity to ask an inmate at the Langata Women's Prison during
a global perspectives field trip how the vocational education methods
were affecting her life.
Questions and answers from the first interview
Jane completed her 8-4-4 education in 2014. Here are the questions
and answers I received while undergoing the interview.
1. Do you feel that this system has given you more assurance
of employment in the future?
I dont really believe that completing my primary and secondary
education in Kenya has really developed me as a person. It has taught
me ways of hacking the system such as cramming for tests but thats
the thing. I learned how to take tests. Jobs dont come in the form of
tests. They require analytical skills when youre given a crisis and
management skills when you are put in charge. I feel as if 8-4-4 never
gave me a chance to develop as a person and therefore that has not
give me the assurance I would want when entering an extremely
competitive job market.
2. Do you think there is an advantage of learning a trade? If
so, why?
Yes I completely agree that there is a huge advantage to learning

trades. The obvious being that it is a more reliable source of income

when you can do things yourself rather than waiting to get chosen in a
large pool of resumes. It also helps build character development and
allows a sense of pride and accomplishment something that I think
many 8-4-4 students do not have. We attach our pride to grades, which
are fleeting, and it quickly demoralizes many students.
Nancy is a fellow inmate at Langata Woman's Prison who was
convicted for theft. Here are the questions and answers that I received
while undergoing the interview.
1.What skills have you gained while being an inmate and have
the vocational education methods helped you?
It has equipped me with multiple skills that can help me in the world
once I get released. While being an inmate, I spend several hours
creating tablecloths, pots, beads, and artwork. I have also learned
tricks while working at the bakery within the prison. These skills can
earn me some money through entrepreneurship. Many people dont
like hiring people with a criminal past but at least if Im doing manual
work, people will focus more on my products rather than me as an
individual.
2. Do you feel more confident knowing you have physical skills
when you will be looking for a job?
I feel much more confident because although I never finished high
school when I was brought here, I now qualities for certain jobs and I
will therefore not have to involve myself in petty crimes to get by and
make a living.

Conclusion
Vocational education can be a cornerstone to the improvement of a
country's economy. Learning while doing is a great method to help a
student focus on the specific object of study. This allows for better
performance and the chance for individuals to hone in on their skills
while being able to make an income for it. According to
dosomething.org, over 1.2 million students drop out of school every
year in the United States alone. The Kenya daily nation reported that
after the introduction of free education in Kenya, while 1.3 million
children joined primary schools at the start of free primary education,
only 875,300 made it to Standard Eight. Startling statistics such as
those just stated only go to show that many students do not see the
value in getting a formal education most likely, because they dont

understand how it will help them later on in life. Vocational training

allows students to keenly observe their own progress without having to
be necessarily assessed by another boosting the students morale.
Dwight D. Eisenhower once said, Leadership is the art of getting
someone else to do something you want done because he wants to do
it. Once our leaders can present vocational education as something
that is more attractive than it currently is, I believe we have the
potential to create a modern industrial revolution.

References
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Can vocational learning tackle youth unemployment? (2013, January 21).
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German School System. (n.d.). Retrieved from
http://www.howtogermany.com/pages/germanschools.html
NORRAG. (n.d.). Retrieved from
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Reebs, D. C., & Schneider, U. (n.d.). Vocational education and training in
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