Skills Development: Vocational Education

in the Islamic Countries

93

B. Poverty eradication through skill acquisition

Table 4.7: Poverty eradication through skill acquisition

Teachers

Administrator

s

ITEMS

SA

%

A

%

N

%

DA

%

SDA

%

X

SA

%

A

%

N

%

DA

%

SDA

%

X

1

Provided supports

to poor people for

increasing

enrolment

11.7 26 27

.3

26

9.1

3.05 0

13

47.8

26.1 13

2.61

2

Has provision to

attract poor people

towards training

13

37

.7

31

.2

15.6 2.6

3.43 4.5

59.1 9.1

27.3 0

3.41

3

Provides free skills

training for poor

students

25.3 37

.3

12 21.3 4

3.59 17.4 39.1 17.4

21.7 4.3

3.43

4

High number of job

provisions created

13

22

.1

40

.8

18.2 6.5

3.17 4.3

47.8 26.1

13

8.7

3.26

5

Skill training has

reduced poverty

levels

2.6

47

.4

27

.6

19.7 2.6

3.28 4.3

30.4 59.1

4.3

4.3

3.26

6

Poor people could

not manage

resources to

enrolment

20.8 50

.6

13 14.3 1.3

3.75 21.7 52.2 21.7

4.3

0

3.91

7

TVET sectors

attracted poor

people for skill

training

N/A

N

/A

N

/A

N/A

N/A

N/A

0

69.6 21.7

8.7

0

3.61

8

Has provision to

send skilled

manpower to

abroad

N/A

N

/A

N

/A

N/A

N/A

N/A

4.3

27.3 30.4

27.3 13

2.83

9

TVET graduates

creating jobs via

entrepreneurship

N/A

N

/A

N

/A

N/A

N/A

N/A

8.7

87

4.3

0

0

4.04

1

0

Youth were not

involved in TVET

policy formulation

N/A

N

/A

N

/A

N/A

N/A

N/A

30.4 39.1 13

17.4 0

3.83