Dissertation
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CHAPTER TWOLITERATURE REVIEW, RESEARCH FRAMEWORK AND HYPOTHESES Literature ReviewStatus of TVET in the Digital Era Many of the discussions on skill development in the digital age have centred on general education, and some of those ideas are applicable to the current issue, but not all of them. Over the years, many people have thought about its objectives, such as "No child should leave school without basic skills" (including "a love of learning, a respect for knowledge, a desire for wisdom, a critical fluency with contemporary technology, a facility for spoken communication, a fascination with that which is difficult, a unique set of enthusiasms stimulated and underwritten by education..." Included are the works of Socrates, Aquinas, Rousseau, Locke, Dewey, and Freire (among others) (Douse & Uys, 2018) The House of Lords in Britain says that digital skills should be taught as a third core subject and given the same weight as reading and math (Leston-Bandeira & Walker, 2018). According to other sources, there have been calls for "all students around the world to be fluent in three languages: their native language, an international language, and a computer language" (Bers, 2019). And yet, education around the world is becoming more and more about fragmentation, selection, and segregation instead of being clear, understandable, and fair. Very often, TVET programmes are implemented to make up for the harm that disorganised and irrational general education policies have caused to students. It is important to recognise the long-standing function of formal education in maintaining social stratification. The term "vocational" is often misunderstood and implemented in a way that excludes training for careers like engineering, medicine, architecture, and energy (Chiang et al., 2022). One could draw inspiration from the fact that the word "vocation" originates from the Latin word vocti, which means "a call, a summons," and consider pursuing a career in the helping professions, providing humanitarian relief, practising religion, or even running for public office. The status of workers is determined not only by the occupations they have but also by how they obtained those jobs. If TVET classifies as low-status occupations for mechanics, welders, carpenters, and other artisans but not for engineers or architects, if it is intended for people who slip off the academic path or find themselves by the wayside, it cannot help but be perceived as a safety net for academic failures, regardless of how elegantly it is presented. In underdeveloped nations, many individuals who are unable to complete their "academic" education end up in vocational centres. As comparison to "normal" schools, TVET institutions have a poor reputation; this prejudice occurs even in developed nations (Ibrahim & Nashir, 2022). It is becoming increasingly obvious that TVET is changing and will need to adapt even more so as the nature of employment undergoes a radical transformation to keep up with and support it. It will continue to have a bad reputation, neglect its main mission, and miss out on opportunities if it is seen, administered, and funded as training for "nonprofessional" jobs, as is the case in much of the world. TVET is for "other people's children," but adults continue to moan about the lack of technicians while encouraging their own children to pursue professions in the legal field (Mirabel et al., 2022) Universities are increasingly becoming "upscale TVET centres," and the nature of work has undergone and will continue to undergo fundamental changes in this new digital age, rendering distinctions based on collar colour obsolete. If these differences ever meant anything other than the wealthy using "professional" language to keep their wealth, the classless tide of Digitisation has washed away any sign of authenticity (Tatpuje et al., 2022). As everyone now has access to word processors (which can do far more than process words and will continue to do so) and online and mobile communication devices and systems, the manager (male) no longer dictates to his secretary (female) in any sense. There has been a shift in the way TVET is defined, from "dropped out primary" and "failed secondary" to "graduate apprenticeship" and "university of technology," reflecting the drastic restructuring and reframing of labour for the digital age. TVET, regardless of the mode of delivery, is essential for societies transitioning out of industrial age practises and preparing knowledge workers for the digital age through multiple entry points made possible by digitization(Manesh et al., 2020). Download 2.1 Mb. Share with your friends:
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