Academic journal article Researchers World

Introducing a Model for Enhancing Lecturers Skills in Vocational and Technical Education Institutions: The College of Technological Studies, Kuwait, as a Case Study

Academic journal article Researchers World

Introducing a Model for Enhancing Lecturers Skills in Vocational and Technical Education Institutions: The College of Technological Studies, Kuwait, as a Case Study

Article excerpt

ABSTRACT

The development of human capabilities is one of the major concerns of the Kuwaiti Government. Kuwaiti decision makers have thoroughly realized the importance of reducing dependence on expatriates particularly in vital sector (e.g. defence, oil, electricity and water), thus encouraging local capabilities to manage, develop, and adapt the imported technology. As a result, attention was devoted to encourage high school graduates to enrol in the College of Technological Studies as a nucleus for training Kuwaiti with the needed knowledge, skills and attitudes mostly required by related industry. This paper presents a model that encourages interactions between the College of technological Studies, CTS, and local industry which eventually would have a direct impact on the quality of graduates. The study also examined the degree to which the graduates meet the requirements of local employers. The study consisted of: a review of the literature; interviews with a sample of staff in selected departments; interviews with department heads; and selected supervisors in related industry who has direct contact with the CTS graduates. This paper would conclude that there is an urgent need to apply a proper model that would encourage close interactions between both parties (CTS and industry), in order to ensure that graduates from CTS are well equipped with the required knowledge, skills and attitudes that meet industry requirements.

Keywords: Vocational and technical Education, developing Indigenous Manpower, Interaction between vocational and technical education and local industries, Kuwait.

INTRODUCTION:

The importance of vocational and technical education in supplying the market place with skilled and semi-skilled manpower has been well documented in the literature. (Kevin, 2013, Raymond, 2012, Michael., et. al., 2010). The studies on vocational and technical education have tackled the importance of delivering quality in vocational education through Total Quality Management, enhancing the level of graduates as clients and meet customer needs. Technology professionals need to know how to apply these concepts in the workplace. In return, significant changes in industrial technology curricula, particularly in technical management subjects, need to be followed. "Supervision," for instance, might be better termed supervision and team work building. (Marvin., et. al., 2000) Others concentrated on curriculum development and stressed that the standardized curriculum in vocational education must meet the requirements of students and the industry. (Idialu, 2013, Bin Daud, 2013)

In addition, existing curricula needs to be evaluated in terms of their limitations and strengths. (Ali, et. al., 2001) However, despite the variations in the issues discussed, the consensus is on the objectives of forging vocational and technical institutions, i.e. to ensure that graduates from such institutions are well-equipped with knowledge, skills and attitudes required at market place i.e.; the acquisition of knowledge, relative to the purpose and objective of the organization, management development system, organizational challenges, acquisition of skills in reference to task performance, communication and planning and acquisition of attitudes in terms of respect, appreciation and honesty.

Due to the rapid changes in industrial mix, science, technology and education rules and legislation in some countries (Australia, UK, Romanian), new philosophies and models of tra nsferring knowledge, skills, and attitudes were adopted in order to enhance the nation's vocational and technical education to better equip students as a globally challenging workforce. Vocational and technical education was designed to "teach more complicated skills than high school vocational class -with the intention of serving students by preparing them for employment and serving industries by supplying them with trained workers". (Cohen., et. al., 2003). Employers are no longer interested in a candidate who has knowledge in certain area, but rather specific skills and positive attitudes for a specialized field of work. …

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