Repositioning technical and vocational education and training in Africa for global competitiveness: a bilingual model
Keywords:TVET, Curriculum, Bilingualism, African TVET, Secondary Education
This paper aims to reposition technical and vocational education and training in Africa by modelling the Chinese and Asian Tigers’ bilingual approach. This study used inductive content analysis cum transformative paradigm to identify relevant points constituting the major component of this conceptual paper. In addition, thematic method was also used to organize the identified points into categories and sub-categories. The introduction of the bilingualism approach to TVET programs following eight key stages will be actualised. Researchers are encouraged to conduct experimental empirical studies on Bilingualism in African TVET institutions, and its programs exploring the six stages conceptualised. Adding bilingualism to the TVET program will increase enrollment, make the program easier to get into, and help African countries’ economies grow. A bilingual policy will help many local talents who cannot speak other languages.
Ademowo, A. J. (2012). Indigenous Languages And Techno-Scientific. Afro Asian Journal of Social Sciences, 3(3), 1–18.
Adewale, S. (2018). Policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria [University of Ilorin]. http://uilspace.unilorin.edu.ng:8080/bitstream/handle/20.500.12484/7770/ADEWALE Sulaimon THESIS.pdf?sequence=1&isAllowed=y
Adewale, S. (2021). Assessment of Public-Private Partnership in Technical Colleges in Nigeria: A Case of Lagos State. International Journal of Innovation in Teaching and Learning (IJITL), 7(2), 36–51. https://doi.org/10.35993/ijitl.v7i2.1948
Bak, W. (2018). Technical and Vocational Education and Training: Lessons from China. In The World Bank. https://www.worldbank.org/en/news/feature/2018/10/30/technical-and-vocational-education-and-training-lessons-from-china
Bernhofer, J., & Tonin, M. (2022). The effect of the language of instruction on academic performance. Labour Economics, 78(October 2021), 102218. https://doi.org/10.1016/j.labeco.2022.102218
Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, 38(1), 65–84.
Chebanne, A. M., & van Pinxteren, B. (2021). Why is a gradual transition to Botswana’s languages in higher education necessary? How can it be achieved? Southern African Linguistics and Applied Language Studies, 39(4), 390–403. https://doi.org/10.2989/16073614.2021.1981766
Degboro, O. D., & Onipede, F. M. (2022). Adopting Mother Tongue in Teaching TVET Students Speaking Skills. 2nd International Conference, The Federal Polytechnic, Ilaro, November 2020.
Dia, I. A. (2014). African languages, and information communication technologies and development. International Journal of the Sociology of Language, 225, 113–130. https://doi.org/10.1515/ijsl-2013-0068
DUMISILE N. MKHIZE. (2022). Multilingualism in South African Universities: A Reflection from an Integrationist Perspective. In S. Makoni, C. G. Severo, A. Abdelhay, & A. Kaiper-Marquez (Eds.), The Languaging of Higher Education in the Global South. Routledge.
Gonzalez, J. E., Liew, J., Zou, Y., Curtis, G., & Li, D. (2022). “They’re Going to Forget About Their Mother Tongue”: Influence of Chinese Beliefs in Child Home Language and Literacy Development. Early Childhood Education Journal, 50(7), 1109–1120. https://doi.org/10.1007/s10643-021-01241-x
Höchtl, J., Parycek, P., Schöllhammer, R., Parycek, P., & Schöllhammer, R. (2016). Big data in the policy cycle : Policy decision making in the digital era in the digital era. Journal of Organizational Computing and Electronic Commerce, 26(1–2), 147–169. https://doi.org/10.1080/10919392.2015.1125187
Hollebrands, K., Anderson, R., & Oliver, K. (2021). Online Learning in Mathematics Education. Research in Mathematics Education. In Research in Mathematics Education.
Human Rights Watch. (2020). China’s “Bilingual Education” Policy in Tibet Tibetan-Medium Schooling Under Threat. Human Rights Watch. https://www.hrw.org/report/2020/03/04/chinas-bilingual-education-policy-tibet/tibetan-medium-schooling-under-threat
Jabarullah, N. H., & Iqbal Hussain, H. (2019). The effectiveness of problem-based learning in technical and vocational education in Malaysia. Education and Training, 61(5), 552–567. https://doi.org/10.1108/ET-06-2018-0129
James, N. A. (2015). Technical-vocational education and language policy in Ghana. International Journal of Educational Administration and Policy Studies, 7(1), 1–5. https://doi.org/10.5897/ijeaps2014.0361
Kangira, J. (2016). Challenges of the implementation of language policies in southern Africa: what is the way forward? Jnl Hum & Soc Sci, 8(2), 156–161. https://www.theatlantic.com/international/archive/2016/01/...language-dialect/424704/.
Lange, R., Hofmann, C., & Di Cara, M. (2020). Guide on making TVET and skills development inclusive for all. International Labour Organization.
Maseko, P., & Vale, P. (2016). The struggles over African languages. Arts and Humanities in Higher Education, 15(1), 79–93. https://doi.org/10.1177/1474022215613605
Munyai, A., & Phooko, M. R. (2021). Is English becoming a threat to the existence of indigenous languages in institutions of higher learning in South Africa ? De Jure Law Journal Is, 832, 298–327.
Ngo, T. M., Lingard, B., & Mitchell, J. (2006). The policy cycle and vernacular globalisation : a case study of the creation of Vietnam National University — Hochiminh City. Comparative Education, 42(2), 225–242. https://doi.org/10.1080/03050060600628082
Ntlama-makhanya, N. (2021). Revisiting the Debate on the Constitutionalised Status of Indigenous Languages as Language of Record in South African Judicial Proceedings. Beijing Law Review, 12, 1077–1094. https://doi.org/10.4236/blr.2021.124055
Nzembe, A. (2018). Access, participation and success: The tri-dimensional conundrum of academic outcomes in a South African TVET College. Academic Journal of Interdisciplinary Studies, 7(2), 31–42. https://doi.org/10.2478/ajis-2018-0044
Patil, V. (2022). Success Stories on TVET Initiatives and Good Practices in India. 2, 1–16. http://hdl.voced.edu.au/10707/627447
Stander, L., Du Plooy, B., & Scheckle, E. (2022). “Some of them are afraid of the language”: Perceptions of TVET college staff about the relationship between English language proficiency and academic performance among Engineering students. South African Journal of
Higher Education, 36(1), 296–311. https://doi.org/10.20853/36-3-4541
Steffek, J. (2013). Explaining cooperation between IGOs and NGOs – push factors , pull factors , and the policy cycle. Review of International Studies, 39, 993–1013. https://doi.org/10.1017/S0260210512000393
Subroto, A. (2012). Understanding Complexities in Public Policy Making Process through Policy Cycle Model : A System Dynamics Approach. Universitas Indonesia, Graduate School of Management Research Paper, 13(7), 1–30.
How to Cite
This work is licensed under a Creative Commons Attribution-ShareAlike 2.0 Generic License.
Jurnal Bidang Pendidikan Dasar allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Jurnal Bidang Pendidikan Dasar