ISSN: 2226-6348
Open access
Technical and vocational education and training (TVET) aims to provide students with the knowledge, skills and competencies required in an increasingly internationalised labour market and multicultural society. Initial education and training will need to react more effectively and promptly to change job requirements and societal trends. Training methods for technical and vocational education are needed to avoid occupational accidents and work-related diseases before they are exposed to the real life working situations. We conducted a systematic review of seventeen randomized paper of effectiveness of training methods in TVET. The aim of this paper is to examine the importance of training methods of technical and vocational students and demonstrates how training methods has brought benefits to students’ performance. Overall, this systematic review revealed the most common training methods used: on the job training, project method, simulation, brainstorming and competency based training. These methods have been identified to be effective in teaching practical oriented subject like vocational and technical subjects. A selection of appropriate training methods will give ideas to educators, teachers, trainers, and instructors to change their teaching behaviour in order to educate younger generation to be prepared for the world of work. Moreover, the modern job market demands even more, good attitudes and continuous proactive lifelong learning are now keys to success.
Mohd, N. A., Rasul, M., & Amat, S. (2021). Construction of TVET Students' Career Profile Pathways. Journal of Technical Education and Training. 139-147.
Addis, A. (2007). Strategy to revitalize technical and vocational education and training (TVET) in africa. Final Draft Division of Human Resource and Youth. 5-54.
Anane, C. A. (2013). Competency based training: quality delivery for technical and vocational education and training (TVET) institutions. Educational Research International, 2(2). 117-127.
Anita, S., Simon, M. (2010). An effective learning model to support people development:the emerging approach of the hong kong institute for vocational education. International Education Studies, 3(4), 94-106.
Anup, B. (2015). Technical and Vocational Education and Training in Workforce Development. Journal of Training and Development 2015, Volume 1, Issue 1 ISSN: 2392-456X(Print) ISSN: 2392-4578 (Online)
Armstrong, M. (2001). A handbook of human resources Practice. UK: Kogan Page. 2001.
Ayonmike, C. S., Okwelle, C. P., & Okeke, B. C. (2014). Competency based education and training in technical vocational education:implication for sustainable national security and development. Journal of Education Policy and Enterpreneurial Research, 1(2), 290-298.
Callahan, J. S., Kiker, D. S., Cross T. (2003). Does method matter? A meta-analysis of the effects of training method on older learner training performance. Journal of Management, 29. 663-680.
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48.
Dadang, H. M. (2012). Developing a teaching factory learning model to improve production competencies among mechanical engineering students in a vocational senior high school. Journal of Technical Education and Training, 4(2), 45-56.
Dar-Chin, R., Shao-Tsu, C., Yi-Ping, L., Ming-Hua, C. (2006). Development and teaching approaches of technical and vocational education curricula. 9th International Conference on Engineering Education, M5A, 17-22.
Elaine, R. G. (2016). Programme implimentation as predictor of students‘performance in technical vocational education. JPAIR Multidisciplinary Research. 89-104.
Elena, A. (2016). The application of projects methods in training students in secondary vocational education. Olympiada Techniky Plzen, (17), 153-155.
Finnish National Board of Education. Vocational Education and Training in Finland. (2010). Available from: www.oph.fi/download/131431.html
Goldstein, I., & Ford, J. K. (2002). Training in organization: needs assessment, development and evaluation. CA: Wadsworth. 2002.
Huan, L. (2017). Barriers of Project-Based Learning in Teaching and Learning of Chinese Technical and Vocational Education and Training (TVET): A review. The Online Journal for Technical and Vocational Training in Asia. ISSN:2096-839X
Hutton, D. M., & Raymond, A. D. (2016). Technical and Vocational Education and Training (TVET) and Its Integration into General Education at the University Level. Caribbean Curriculum. Vol. 24, 100–126.
Ivy, B., Arnel, A., & Peng, L. (2009). Integrated ergonomics in prevocational and vocational training of students with mild intelectual disability. The 19th Asian Conference on Mental Retardation Singapore. 28-35.
Salleh, K., & Sulaiman, N. (2016). The Development of Technical and Vocational Education and Training (Tvet) Profiling for Workforce Management In Malaysia: Ensuring The Validity And Reliability Of Tvet Data, MAN IN INDIA, Serials Publications, 10, 2825, ISSN:0025-1569.
Alavi, K., Sail, R., & Awang, A. (2011). Work esteem and re-branding of technical education and vocational training from the perspective of parents and teachers. Journal of Technical Education and Training (JTET), 3, No.2: 1-17. ISSN 2229-8932
Kean, E. K., Ahmad, N., Siti, R. (2012). Integration of behaviour-based safety programme into engineering laboratories and workshops conceptually. International Education Studies, 5(2). 88-104.
Liviu, M. (2012). Innovative model for vocational education and training in Romania. Procedia Social and Behavioral Sciences, 46(2012). 5425-5429.
Ludwig-Mayerhofer, W., Pollak, R., Solga, H., Menze, L., Leuze, K., Edelstein, R., Künster, R., Ebralidze, E., Fehring, G., & Kühn, S. (2019). Vocational Education and Training and Transitions into the Labor Market. In Education as a Lifelong Process (pp. 277- 295). Springer VS, Wiesbaden
Martin, B. O., Kolomitro, K., Tony C. M., Lam. (2014). Training methods: a review and analysis. Human Resource Development Review, 13(1). 11-35.
Ghazali, N., Said, N., Hua, T. K. (2020). Understanding second language anxiety: feedback from ESL learners in TVET. Universal Journal of Educational Research, 8: 2057-2063.
Odo, M. I., Adenle, S. O., Okwori, R. O. (2012). Enhancing mastery of practical skills in students of vocational and technical education through activity based instruction. Journal of Technical Education and Training, 4(2). 21-29.
Paryono. (2017). The importance of TVET and its contribution to sustainable development. In AIP Conference Proceedings (Vol. 1887, No. 1, p. 020076). AIP Publishing.
Paul, E. S. (2007). Industrial and Organizational Psychology. 5th edition. South Florida: John Wiley & Sons. 2007.
Quintini, G., & Sebastian, M. (2006). Starting well or losing their way? The position of youth in the labour market in OECD countries. OECD Social, Employment and Migration Working Paper 39, 7-29. OECD Publiching.
Reynolds, J., Caley, L., & Mason, R. (2002). How do people learn? London: CIPD.
Reynolds, J. (2004) Helping people learn. London: CIPD.
Bandura, R., & Grainger, P. (2019). Rethinking pathway to employment: technical and vocational training for the digital age. Journal on T20 Japan 2019. Page 1-12.
Rudolf, T. (2003). Innovative and participative learning-teaching approaches within a project based training framework. Deutsche Gesellschaft fur Internationale Zusammenarbeit, 3. 5-23.
Nagalingam, U., Abdul Kadir, N., & Hoesni, S. (2019). The mediating role of work engagement in the relationship between emotional intelligence and organisational commitment among higher education institution lecturers. International Journal of Learning, Teaching and Educational Research 18 : 31-53
Salleh, K. M., & Sulaiman, N. L. (2016). Malaysian human resource development practitioners competencies in manufacturing and non-manufacturing sector. An application of the competency model. Man In India, 96(4), 1169-1179
Theresa, T. T. Y., & Jonghwi, P. (2018). Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Pacific. Chapter 9. Page 281-307.
Tovey, M. D., & Lowlor, D. R. (2008). Training in Australia. Frenchs Forest, N.S.W: Pearson Education Australia
Werner, E., Nuria, R. P., Ricarda, S., & Klaus, F. (2012). A roadmap to vocational education and training systems around the world. IZA Discussion Paper No. 7110. 1-33.
Wieckenberg, U. (2014). Modern training and teaching methods. Institut fuer Bildungster. Germany. 2014. 44-46.
Yeap, C. F., Suhaimi, N., & Nasir, M. K. M. (2021). Issues, Challenges, and Suggestions for Empowering Technical Vocational Education and Training Education during the COVID-19 Pandemic in Malaysia. Creative Education, 12, 1818-1839.
In-Text Citation: (Alias et al., 2022)
To Cite this Article: Alias, S. Z. M., Alavi, K., & Selamat, M. N. (2022). Effectiveness of Training Methods on Technical Education and Vocational Students: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 11(1), 545–558.
Copyright: © 2022 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode