The role of vocational education and training curricula in economic development

Abstract

Globalization has become one of the crucial topics of discussion and concern in recent times, since it has a decisive impact upon our lives. Therefore, if we are to compete on the global stage and meet the globalization challenges successfully we need to make significant improvements in terms of maximizing the effectiveness of the vocational education and training instruction based on specific design of curricula. It is widely accepted that we live in a world where knowledge and technologies are renewed at an accelerating pace. To respond to the resulting updated requirements of economic trends and goals, our educational planning has to be shifted to new forms of instructional content and delivery. Consequently, globalization and the new emerging economic and social order demand new policies and strategies to educational processes. To this effect, the educational and training reforms have to be based on the market needs assessment identified by appropriate market research. This paper refers to the findings of such a research conducted in order to specify the needs that will have to be satisfied through the implementation of Technical and Vocational Education and Training (TVET) programmes which are considered to be the most effective instruments of meeting globalization demands. The problem statements consisted of three major types of questions: (a) Will school alone achieve the goals of competencies-based education? (causal) (b) To what extent should formal education prepare people to work? (relationship) and (c) To what extent should vocational education and training respond to work? (impact). The purpose of this study-research is to analyse the findings of the empirical market research and proceed to the recommendation of specific curricula design to enhance the effectiveness of TVET. A sample of 1250 persons being senior administrative officers and clerical staff were surveyed. A questionnaire was distributed to all the employees and an interview was followed. In this way, based on the findings and results, it has been possible to integrate professional knowledge with empirical data in order to form instructional developmental decisions. Finally, in the conclusions and recommendations sectors the data identified by the research are described in detail and analyzed so that to ensure that the chain relationship of market research > curriculum design > vocational education and training will be effective and successful.

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