Skills Development: Vocational Education
in the Islamic Countries
101
Table 4.15: Quantitative findings (Palestine)
Quantitative Findings (Palestine)
The Results from TVET institutions:
(i) Success in TVET sector of Palestine:
1. Integration of basic skills in school level provides young people with necessary skills to
get an occupation for a sustainable future.
2. TVET institutions in Palestine focus more on skill training than theoretical knowledge.
3. Vocational training is not completely free in Palestine to attract poor people.
4. The instructors in TVET sectors are not competent to conduct subjects that require new
knowledge and skills.
5. Current skill trainings inTVET sectors of Palestine do not offer updated training programs
which produce competent skilled workforce.
6. Skilled workers in Palestine are getting job but qualitative data shows that, in Palestine
there is a significantly high rate of unemployment.
(ii) Challenges in TVET sector of Palestine:
1. Palestine does not have essential funding for skill training. Therefore, funding is a major
problem in Palestine.
2. People have negative attitude towards enrolling in TVET sectors.
3. Gender inequality is not an issue in TVET sectors of Palestine.
4. There is a lack of long term plans (vision) for improving TVET sectors.
5. Vocational education is less popular (it has less social value).
6. There is a shortage of specialized teachers in the vocational institutes.
7. Female skilled workers do not usually face higher level of unemployment compared to
male.
8. Palestine cannot send many of their skilled people to foreign country due to English or
other language barriers.
9. Palestine does not have adequate TVET institutions for skill training.
10. There is a lack of competent instructors (teachers) in TVET sectors. However, this finding
is contradict to qualitative data in where it is found that there is not lack of competent
instructors in Palestine (Gaza strip).
11. Youths’ opinions have not been taken into consideration sufficiently while formulating
policies for the development of vocational education.
(iii) Government’s initiatives in TVET sector of Palestine:
1. The curriculum is not revised regularly to incorporate recent industrial changes skill set.
2. TVET sectors are not taking initiative for installing (managing) latest/modern equipment.
3. Palestine has introduced training programs for updating instructors’ (teachers) skills.
This is mostly done by the donor agencies.
4. TVET sectors do not take initiatives for changing peoples’ negative attitude towards
skilled work.
5. Policies are not adequate to contribute in improving skills level of the country.
6. Government has scope to improve TVET sectors for enhancing skills level. Despite, there
is still skill gap exist between TVET institutions and industries (see Qualitative data).