Skills Development: Vocational Education
in the Islamic Countries
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4.2. Empirical Analysis: Case of Palestine
4.2.1.Design of Research
A. TVET inPalestine: success, challenges andgovernment initiatives
Research Questions:
The case study is guided by four main research questions:
 What are the main factors that determine the skills levels of Palestine?
 Is there any skills gap between TVET institutions and respective industries?
 What are the efforts to increase skills and what are the critical success factors of
Palestine?
 How will appropriate skill acquisition lead to the reduction of poverty in Palestine?
 How does Palestine differ to other OIC countries and over time?
(i) Success in TVET sector of Palestine:
Table 4.1: Success in TVET sector in Palestine
Teachers Administrator
S ITEMS SA
%
A
%
N
%
DA
%
SDA
%
X SA
%
A
%
N
%
DA
%
SDA
%
X
1 Integration of
basic skills in
school
24.7 58.4 7.8 3.9 5.2 3.94 30.4 56.5 8.7 4.3 0 4.13
2 Emphasis is on
skill training
18.2 54.5 15.6 10.4 1.3 3.78 0 56.5 21.7 21.7 0 3.35
3 Training is costly 23.4 45.5 6.5 22.1 2.60 3.65 17.4 43.5 17.4 17.4 4.3 3.52
4 Competent TVET
instructors
2.7 34.7 48 12 2.7 3.23 N/A N/A N/A N/A N/A N/A
5 Up-to-date skill
training
programs
7.9 50 21.1 13.2 6 3.37 N/A N/A N/A N/A N/A N/A
6 Skilled workers
are not getting
jobs
N/A N/A N/A N/A N/A N/A 17.4 30.4 13 39.1 0 3.26
Note: [Agree=SA+A; for instance, itemone: Agree (83.1%)=24.7+58.4]
[Do not Agree=(100-Agree), for instance, item4: do not agree = (100-37.4)%=62.5%; here neutral opinion is inclusive]
[If mean value is 3.5 or more, that is X=>3.5 then statement is accepted;
Xt=Mean for teacher; Xa=Mean for administrator]