Skills Development: Vocational Education
in the Islamic Countries
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1.6.6. Collaboration of Institutions and Industry
A number of educationist have proposed industry attachments as a solution to mismatch
between TVET and industry. Industry attachment, in this section means granting learners
opportunity in the workplaces so that they can get access to authentic experiences in the
industry (Choy &Haukka, 2009). Industry attachments should be seen as equally important for
both learners and teachers in bridging the gap of mismatch between industry and TVET
institutions. Adequate collaboration between TVET institutions and industries would lead to
provision of relevant practical skills for industrialization and thus increased level of
employability among graduates.
In addition, lessons should be drawn from the developed countries as to how to address the
challenges as there are so many challenges encountered by TVET sectors worldwide. These
challenges are very apparent in most developing countries as well and there is a great need for
sensitization in this regard.
1.7. Effect on Socio-economic Progress in any Country by Offering Short and Long
Term Vocational Education
According to Population Reference Bureau (PRB) report of 2017, the world population clocked
7.5 billion of which 1.2 billion comprise of youth aged between 15 t0 24 years by 2016 (PRB,
2017). It’s projected that the world population will raise to 9.8 billion among which Africa will
have 2.6 billion by doubling its current populationwithin 2050. Theworld youth populationwill
alsoraise to 1.4 billion with Africa’s population toraise to35 percent of theworld youth by 2050.
This growing population, especially amongst youth, has a great implication to socioeconomics
of different nations. The implication could be seen in two perspective: it has a positive
implication or it would become a challenge for the economy. In one hand, youth are seen as
potential security threats particularlywith the rising rates of unemployment and terrorism. On
the other hand, however, youth have demonstrated immense potenti al in enhancing the socio-
political and economic development of their societies whenever their talents and skills are
utilized efficiently. They are the innovators and creator of the development of all fields, in
particular information technology. Therefore a positive attitude about growing youth
population would mean ensuring potential for investment in youth’s abilities as agents of social
transformation in promoting sustainable development of our society.
Education, especially technical education, has an important element for socioeconomic
empowerment of the youth. It acts as a transformational tool that instil the youth with the right
set of skills, knowledge and competencies that are necessary for fulfilling their career
requirement. Through technical education the youth will be equipped with tools that will
actively engage them in economic productivity. The world is changing technologically and it
demands for highly skilled employees and the contribution of TVET in this regard should not be
overlooked.
Developed countries like Italy, Japan and China are cognizant of these changes and they have
taken prompt measures to increase their investment towards TVET institutions (Nyerere,
2009). The fruits of their investment are visibly depicted by their rate of development as
compared to other nation. China, India and south East Asia has over 40 per cent of their students
pursuing vocational educationwhile Africa is still lagging behindwith only 20 per cent going for
vocational education (Nyerere, 2009). According to UNESCO, three out of five unemployed in