Skills Development: Vocational Education
in the Islamic Countries
58
B. Poverty eradication through skill acquisition
Table 3.6: Poverty eradication through skill acquisition
Table 3.6 shows that most of the participated teachers (85.8%) and administrators (90.4%)
agreed that the government has provided adequate support to poor people for increasing their
enrolment. The mean values, X for T =4.22 and X for A = 4.19, are also high (higher than 3.5).
Therefore, the statement is accepted. In the second item, 65.7% of teachers and 75% of
Teachers Administrator
s ITEMS SA
%
A
%
N
%
DA
%
SDA
%
X SA
%
A
%
N
%
DA
%
SDA
%
X
1 Provided
supports to
poor people for
increasing
enrolment
44.
8
41 6.7 6.7 0.8 4.2
2
33.3 57.
1
4.8 4.8 0 4.1
9
2 Has provision
to attract poor
people towards
training
18 47.
7
16.
7
13.8 3.8 3.6
2
5 70 15 10 0 3.7
0
3 Provides free
skills training
for poor
students
33.
8
44.
6
10 10 1.7 3.9
9
19 57.
1
10.
5
14.3 0 3.8
1
4 High number of
job provisions
created
15.
4
37.
5
13.
3
21.7 12.1 3.2
3
0 33.
3
23.
8
42.9 0 2.9
0
5 Skill training
has reduced
poverty levels
29.
7
54.
4
8.4 4.6 2.9 4.0
3
28.6 66.
7
4.8 0 0 4.2
4
6 Poor people
could not
manage
resources to
enroll
35 41.
7
5.4 12.1 4.8 3.8
8
38.1 47.
6
4.8 9.5 0 4.1
4
7 TVET sectors
attracted poor
people for skill
training
N/
A
N/
A
N/
A
N/A N/A N/
A
19 42.
9
14.
3
19 4.8 3.5
2
8 Has provision
to send skilled
manpower to
abroad
N/
A
N/
A
N/
A
N/A N/A N/
A
19 61.
9
14.
3
4.8 0 3.9
5
9 TVET
graduates
creating jobs
via
entrepreneurs
hip
N/
A
N/
A
N/
A
N/A N/A N/
A
0 66.
7
4.8 28.6 0 3.3
8
1
0
Government
does not have
any specific
policies for
attracting poor
people
N/
A
N/
A
N/
A
N/A N/A N/
A
4.8 19 9.5 47.6 19 2.4
3