Previous Page  107 / 211 Next Page
Information
Show Menu
Previous Page 107 / 211 Next Page
Page Background

Skills Development: Vocational Education

in the Islamic Countries

95

Figure 4.6: Poverty eradication through skill acquisition

C. TVET and industries linkage andexisting gap

Table 4.9: TVET and industries linkage and existing gap

Teachers

Administrator

S

ITEMS

SA

%

A

%

N

%

DA

%

SDA

%

X

SA

%

A

%

N%

DA

%

SDA

%

X

1

Lack of link between

skill development &

industry

20.8 45.5 22.1 9.1

2.6

3.73 8.7

47.8 39.1 0

4.3

3.57

2

Outdated skill

training

13

49.4 18.2 14.3 5.2

3.51 13.6 50

18.2 18.2 0

3.59

3

Industries provide

on job training to

enhance skills

N/A

N/A

N/A

N/A

N/A

N/A

0

30.4 34.8 30.4 4.3

2.91

4

Graduates are not

competent to meet

industrial need

N/A

N/A

N/A

N/A

N/A

N/A

0

36.4 27.3 27.3 9.1

2.91

5

No relationship

between no of TVET

graduates and the

skilled workers

needed in the

industries

N/A

N/A

N/A

N/A

N/A

N/A

13.6 27.3 27.3 31.8 0

3.23

6

Feedback from

industries

2.6

31.2 27.3 31.2 7.8

2.90 N/A

N/A

N/A

N/A

N/A

N/A

7

Industrial

attachments

2.6

46.8 20.8 20.8 9.1

3.13 N/A

N/A

N/A

N/A

N/A

N/A

0,00 0,50 1,00 1,50 2,00 2,50 3,00 3,50 4,00 4,50

Provided supports to poor people for increasing…

Has provision to attract poor people towards training

Provides free skills training for poor students

High number of job provisions created

Skill training has reduced poverty levels

Poor people could not manage resources to…

TVET sectors attracted poor people for skill training

Has provision to send skilled manpower to abroad

TVET graduates creating jobs via entrepreneurship

Youth were not involved in TVET policy formulation

Poverty eradication through skill acquisition

X (Administrators)

X (Teachers)