107 / 211
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Outdated skill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)