Making vocational training an impressive choice

By Dr. Ajith Polwatte

Globally, a significant number of young persons choose vocational and technical training so as in Sri Lanka as the way for developing a livelihood for their life. At the same time, the Government and non-governmental organizations trying hard to increase the enrollments for such training using range of methods, including media and other promotional programmes. This article presents some of the important things which the responsible agencies can adopt to make vocational training an impressive choice for youngsters as well as adults for them to be able to develop a livelihood.

Vocational training is referred to as training of persons for specific occupations in the industry. In Sri Lanka, with the inception of National Vocational Qualifications (NVQ) system, the vocational training system has improved significantly nevertheless, due to number of reasons, still it is not impressive enough to be an alternative choice for youngsters. They still view vocational training as “inferior” product to other educational choices thus as said before, responsible agencies in vocational training sector are compelled to spend resources to promote vocational training.

There are several things which would help making vocational training a good choice for young persons. If a vocational training system lacks the factors discuss in this article, people say the system is inferior thus cannot be trusted as a pathway for life success. Let us discuss those factors which would determine choosing a vocational training program a better choice as discussed below.

Demand-driven courses

* Training centres with right number of courses and students to reflect good image

* Use of modern technology in teaching

* Up to date technology with appropriate level of digitalization

* Qualified, competent and committed Teacher / Trainers

* Attractive learning environment

* Merit-based enrollment

* Opportunities for extra-curricula activities

Demand-driven Courses

The term demand-driven is a bit familiar term in vocational training system of Sri Lanka (especially after inception of NVQ system) however, those who involve in training management need to understand the real meaning of the term. The “demands” are the work requirements or the expectations of the employers in the industry. In other words, it is what the work setup expects from the workers to do. The workers are supposed to fulfil those expectations thus the training centres need to train own trainees in such a way that they would be able to fulfil those expectations. Then such courses are titled as “demand-driven” courses.

Due to internal as well as external pressure factors, not all courses run by training centres are demand-driven. Internal factors include staff issues, available equipment and buildings, etc., whereas external factors include needs of the general public, opinions of influential persons, etc., which are referred to as “social demands”. Especially, the public sector training centres tend to deliver “social demand-driven courses” due to the said pressure factors. Social-demand driven courses not always ensure employment but real industry-demand driven courses ensure employment within or outside of the country. The outcome of vocational training should be a gainful employment and earnings thereof thus when youngsters making choices one of the key determinants would be the assurance of an employment upon completion of training. Designing of courses thus shall be based on industry needs rather than social needs. Therefore, it is better making all the vocational training courses “industry-demand-driven” towards the march for a better vocational training system.

Training centres with right number of courses and students to reflect good image

There is a proverb called “small is beautiful”. Though there is a perceived truth behind this proverb, the vocational training setup has exceptions. When a training centre provides 1-2 courses, there would be no room for social interaction thus the centre becomes an unattractive and monotonous place for the trainees. Also, the unit cost of training increases as few numbers of trainees are trained. Whereas if a centre is able to provide around 10 courses instead of few courses it can get “economies of scale” thus unit cost of a trainee decreases. As large numbers of trainees are trained, social interaction increases which makes the training centre a livable and attractive place to general public. Most people love to be part of “big places” than “small places”. Big places mostly have opportunities for extra curricula activities than small places which makes a significant impact to people’s minds in making choices. Therefore, those responsible for vocational training better start thinking about “big centres” than smaller centres for the way towards a better training system. On the other hand, school leavers, for number of years in schools, used to be in a spacious environment with room for extra-curricular activities admire and expect similar environment in vocational training centres as well.

Use of modern technology in teaching

Use of face-to-face and “chalk’n talk” method of teaching in vocational training is no longer an attractive method for youth of 21st century. Modern teaching is based on mix method of internet, audio and video, simulations etc. In vocational training, mostly it should be based on practical approach than classroom-based teaching approach. Successful application of competencies at work is the hallmark of vocational training. Practical abilities matter at work which are supported by related knowledge thus teaching methods need to be improved to make vocational training impressive for the youth. Scholars A. Michael and K. Marinos (2018) of CityUnity College / Cardiff Metropolitan University, Larnaca-Aradippou, Cyprus discusses the value of using a combine teaching methods by considering class-dynamics and students’ personal learning style with in-class activities supported by modern audio-visual means as a positive factor to be able to stimulate vocational centre students’ learning appetite. Thus it is necessary to innovate modern approaches to teaching at vocational training centres of our country.

Up to date technology with appropriate level of digitalization

In Sri Lanka vocational training setup, use of up to date technology and application of digital methods in training and assessments is at lower level compared with developed countries. In training, as said before, ICT and online methods with mix modes need to be adopted. In assessments, it takes place as formative and summative throughout the course duration. Formative assessment are done on continuous basis by the teachers and the summative assessments are done by the certification body when national certificates are issued. During both of these assessment methods, it is better if online assessment tools be used where applicable. For formative assessment, one example may be the use of “Blogs” where students discuss and talk around an issue on internet-based Blog which the teachers monitor and give marks which are considered for pass marks. Blogs can be made social-media compatible so that with less cost students can access such assessment tools with lots of interest. These kind of modern assessment methods add value to vocational training setup. Designing Question Banks (Q-Banks) for summative assessments and releasing part of the Q-Bank to common practice (using mobile phones) may energize students to learn with enthusiasm.

Qualified, competent and committed Teachers/Trainers

Teaching is considered to be a noble profession which demands capacity in terms of knowledge and dedication. Also being updated with new development is mostly matter for teachers as knowledge is accessible via internet in modern world. Those who join teaching profession due to the fact that there are no other jobs make teaching at vocational training setup very unattractive. It is better industry practitioners in relevant trades could be brought in to the training centres and if vocational teachers could be sent to industry for exposures which would definitely increase of the quality of vocational teachers. Subject matter training and training-method training matter equally to be a good teacher. Vocational teachers are the first party who interact with students thus good teachers make good vocational training centres. Providing at least once-a-year industry exposure would increase capacity of a teacher to be able to teach well in the centre.

Attractive learning environment

Quality of vocational training mostly determines by the quality of learning environment. Quality of learning environment makes mainly the teaching and use of machinery, equipment and tools in teaching. In Competency based Training (CBT) introduced with the inception of the NVQ system tried to create a learning environment similar to what is prevailed in the industry. Thus the CBT method has been able to make a difference in the vocational training setup nevertheless it is still argued that there is a mismatch of technology being used in the centre and that prevails in the industry.

Due to several constraints, training administrators find it difficult to update training centres with new equipment. Nevertheless it is a good idea to be in par with the industry in the quest towards a better and impressive training setup.

Merit-based enrollment

Enrollment of a vocational training centre is such an important activity where the centre brings “inputs” to make “outputs” at the end of a training course. If a centre selects wrong “inputs” obviously the centre ends up with wrong “outputs”. Therefore, at the enrollment, the centre needs to select the most suitable, capable, committed and creative set of students who would follow the course up to the end. Therefore, a merit-based enrollment scheme is necessary with selection tests and interviews being held to select the best set of students. Then the training centre would be able to give the industry a good output of skilled persons who can actually work successfully.

Opportunities for extra-curricular activities

One of the things which make a good vocational training centre is the availability of room and space for extra-curricular activities i.e leisure sports, aesthetic activities, leadership and team building activities, literature, drama and arts activities etc. Training centre need to be large enough in terms of trainees to be able to build teams for these activities. Such social activities make training-life of students enjoyable which may have positive impact for proper learning at the centre. Extra-curricular activities inculcate soft-skills among trainees and training administrators better develop a system to recognize those soft skills for final pass marks.

The factors discussed above and the other positive things would contribute in different magnitude towards making vocational training centres impressive for the youth as well as for adults which encourage them to join vocational training centres. With these attributes in effect, people tend to see vocational training an impressive alternative pathway to learn vocations for life success.