TVETipedia

The human capital/HRD debate generates a more functional (not pure educational) approach to skills development that impacts on general, pre-vocational and vocational education, and changes the nature of secondary TVET. The demand to enhance productivity and the employability of individuals through the development of work related competences brings the vocational strand at the secondary school level under the umbrella of ‘vocationalization’, together with general and pre-vocational options. The main reason for this is that in some contexts TVET development at the level of secondary education can have a maximum effect in increasing the employability of graduates. Functional aspects of this training relevant to labour market needs (such as technological knowledge, flexibility and better productivity) become increasingly more important than do educational achievements.

The term vocationalization refers to efforts by schools to include in their curriculum those practical subjects which are likely to generate among students some basic knowledge, skills and dispositions that might prepare them to think of becoming skilled workers or to enter manual operations. The inclusion of practical or industrial arts subjects especially in the curriculum of secondary schools as part of a programme of general education is considered an essential element in the vocationalization of education. (Bacchus, K. (1988). The political context of the vocationalization of education in developing countries. In J. Lauglo & K. Lillis (ed.). Vocationalizing Secondary Education. An international perspective. London: Pergamon. Page 31)