Skills Development: Vocational Education
in the Islamic Countries
2
(vi) Poverty eradication through skill acquisition: In this theme, ten itemswere identified to
show how skill training is contributing towards poverty eradication in OIC member countries.
(vii) Challenges in TVET sector: In order to find out the current problems in TVET sector, nine
items were revealed from this quantitative study.
Determine new skills: This research determined three categories of skills for the jobmarket of
21st century which are: Crucial skills, Urgent skills, and Reasonable skills.
Qualitative research: There are five themes emerged from qualitative data:
THEME 1: Eradication of poverty via vocational education: In this theme six items were
emerged such as poverty eradication, gaining immediate job, entrepreneurship skills,
remittance, socio-economic status and refugee camps.
THEME 2: Government initiatives towards improving TVET sectors: Qualitative data showed
number of governments’ initiatives in OIC member states, for instance: expansion of TVET
sectors, free education and scholarship, and short training based on society needs.
THEME 3: Contribution of NGOand other donor agencies in improving TVET sectors: This study
identified different activities and initiatives that were implemented by NGOs and other donor
agencies with an aim of improving TVET sectors.
THEME 4: The relationship of TVET sectors and Industry: There are couple of reasons identified
(six), which cause skill gap between TVET sector and industries in OIC member states.
THEME 5: Challenges faced by TVET sectors: Qualitative data revealed few more challenges
which are hindering the progress of TVET sectors in many OIC countries.
In order to eradicate poverty, and to increase the number of poor students in TVET sectors, five
major recommendations are listed below:
A. Reducing the gap between TVET sectors and industries: Five specific areas are:
(i) Policy: Government of OICmember states should formulate policies on: reducing the existing
gap between institutes and industries; teachers should work for a certain period in industry;
monitoring systemswould be required; youth’s opinion should be taken into consideration; and
industry should install one sample machine (latest) to the institution. (ii) Updating curriculum:
curriculum needs to be updated frequently; it should be job-oriented and demand-driven; it
should be focused on a specific area (trade); and government should focus on incorporating
basic skills in school level. (iii) Expert exchange from industry: experts from industry could be
invited in the TVET institutions to share their expertise; (iv) industrial visit: Both teachers and
students need to visit industry frequently. (v) Coordination and collaboration: coordination and
collaboration should exist between TVET institutions and industries.
B. Improvement of TVE Sectors: Five specific areas in this area are (i) female enrolment: policy
- government should formulate policies for increasing female students’ enrolment; institutions
should maintain gender responsive environment; and separate female institutions need to be
built. (ii) Teachers professional development (training): professional development programs
should be organized on a need basis; and it is urgent to organize training program on ICT skills
and English language. (iii) awareness and social recognition: seminar, conference, and public
awareness talk will be arranged nationally; meetings should be organized among teachers,
students and parents at school level; the promotional activities (advertisement) of TVET sectors
will be extended via radio, television and Internet; the industry should not recruit any unskilled
worker; and awareness need to be arisen among youth (unemployed people). (iv) Language
barriers – policy: the practice of English in TVET sectors needs to be introduced gradually; know
and recognize machines, equipment, parts, and related tools in English; and migrants should
have a certification for foreign language. (v) Building hostels - hostels should be built to cater for